This paper investigates the differential impacts of structured digital media exposure (screen time) versus naturalistic peer interaction on Second Language Acquisition (SLA) during the critical developmental window of early childhood (ages 3–7). The rapid global proliferation of educational technology necessitates a rigorous comparison of these two input modalities, particularly concerning qualitative linguistic outcomes. The core research gap addressed is the scarcity of comparative data differentiating the development of socio-pragmatic competence—the ability to use language appropriately in social contexts—between screen- mediated and human-mediated input environments. Utilizing a longitudinal, quasi- experimental design, this study hypothetically demonstrates that while both modalities yield comparable gains in basic lexical acquisition, the peer-interaction group exhibits significantly superior development in pragmatic functions, including conversational repair and context- appropriate language use. This disparity suggests that the contingent feedback, non-verbal cues, and shared intentionality inherent in live interaction, as emphasized by the Interaction Hypothesis (Long, 1996), are indispensable for holistic communicative competence. The primary conclusion advocates for policy shifts in early childhood education that prioritize and maximize unstructured, peer-based immersion activities over sole reliance on digital tools, safeguarding the crucial socio-emotional dimensions of language learning.