Technology has been developing at an increasing speed in the recent years, and is now an integral part of everyone's life. Early exposure to technology has an impact on a child's ability to develop in a number of areas, such as motor, cognitive, emotional, physical, psychosocial and finally linguistic. This influence can be positive or negative, depending on a number of variables. The amount of time spent in front of a screen, the type of content the child is exposed to, their age, and the parents' engagement are a few of the variables. Language development is a lifelong process, but the most intensive one takes place in the first three years of life. The most dynamic period for grammar learning is between the second and fourth year, and includes the acquisition and use of morphological forms and rules, as well as the understanding and production of syntactic structures of varying complexity. Given that children spend more and more time in front of devices with screens at an ever earlier age, it is reasonable to wonder how this affects their language development. The aim of this paper is to examine whether there is a correlation between the time spent in front of the screen and the development of grammar in toddlers, and whether there are differences between girls and boys. The partcipians were 52 parents of toddlers. Data on the time spent in front of the screen were obtained from The Questionnaire on the Use of Screen Devices for Children (Tulviste and Schults, 2018), which was filled out by parents. Data on the grammatical development of boys and girls were collected from HR-Communication Development Scale-III (KORALJE-III; Kuvač Kraljević and Matić Škorić, in preparation). Both test materials were completed using the paper-pencil method. The results showed that there is no statistically significant correlation between the variables of time spent in front of the screen and grammatical development in children between the ages of 3;0 and 3;6. Further analysis revealed that there is no statistically significant gender difference in the development of grammar. The limitations of the study should be considered before valid conclusions can be drawn. This study contributed to the field of speech and language therapy, but it also serves as motivation for all upcoming research on the relationship between technology and language.