Screen on = development off? A systematic scoping review and a developmental psychology perspective on the effects of screen time on early childhood development

Frontiers in Developmental Psychology, Journal Year: 2025, Volume and Issue: 2

Published: Jan. 7, 2025

Research on the associations between screen time and child development suggests that various forms of might pose a risk for aspects development. However, data impact exposure to media children under 3 years age is comparatively scarce. Although evidence available topic evolving rapidly, no review existing literature has yet encompassed comprehensive set developmental outcomes with focus in first life. To address this research gap, present focused influences aged zero 36 months. These were sleep-related parameters, physical health, cognition, learning efficiency, language, motor skills, socio-emotional social interaction, overall end, ten databases searched systematically, 158 studies published launch iPhone early 2007 until 2024 included. Only reported specific results range months examined, including longitudinal samples at wave assessment. For most outcomes, comparable amount undesirable non-significant was found children's time, while few desirable reported. In line notion resilience, these indicate characteristics child, context, and/or content moderate childhood, thus contributing mitigating potential displacement opportunities or even creating new opportunities. More designs can examine causal effect explicitly role content, context variables are needed.

Language: Английский

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Screen time exposure and executive functions in preschool children

Scientific Reports, Journal Year: 2025, Volume and Issue: 15(1)

Published: Jan. 13, 2025

Increased screen time (ST) among preschool children is becoming a matter of concern globally. Although gadgets such as phones, tablets and computers might be educational use in this population, excessive ST impair cognitive function preschoolers. As data on topic are scarce, study sought to investigate the relationship between executive functions (EFs) population. A total 1016 aged 5–6 years (M = 70.8 months, SD 4.5) were tested using Developmental Neuropsychological Assessment (NEPSY-II) Dimensional Change Card Sort tests for flexibility (CF), visual working memory (WM), verbal WM, inhibition motor persistence with parental consent, while was reported via questionnaire completed by their mothers. Participants spent approximately 2 h both active passive per day, boys spending much more than girls. There very weak negative correlation CF ST, WM ST. Additionally, there weekday. To ensure proper development EFs children, should limited ≤ 1 day high-quality educational/interactive content previously determined eminent pediatric institutions worldwide. Proven remedies that enhance physical activity training, practiced regularly.

Language: Английский

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Concurrent and longitudinal associations between touchscreen use and executive functions at preschool-age

Frontiers in Developmental Psychology, Journal Year: 2024, Volume and Issue: 2

Published: Aug. 14, 2024

Introduction The prevalence of touchscreen devices has recently risen amongst young children. Some evidence suggests that increased use may be negatively related to preschool-age children's executive functions (EFs). However, it been argued actively interacting with (e.g., via creative apps for drawing) could better support EF development compared passive watching videos). There is a pressing need understand whether the type can explain potential associations between and EF. Methods By following up longitudinally on an infant sample, now aged 42-months ( N = 101), current study investigates relative contributions active use, measured concurrently at from 10-to-42-months, parent-reported EFs. Results A multivariate multiple regression found no significant negative preschool was positive association BRIEF-P Flexibility Index. Discussion lack consistent earlier study's findings in same sample infancy, suggesting moderate levels early this are not significantly associated poorer EF, least preschool-age.

Language: Английский

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Longitudinal Analysis and Quantitative Assessment of Child Development Through Mobile Interaction

IEEE Access, Journal Year: 2024, Volume and Issue: 12, P. 117436 - 117449

Published: Jan. 1, 2024

This article provides a comprehensive overview of recent research in the area Child-Computer Interaction (CCI).The main contributions present are two-fold.First, we novel longitudinal CCI database named ChildCIdbLong, which comprises over 600 children aged 18 months to 8 years old, acquired continuously 4 academic (2019)(2020)(2021)(2022)(2023).As result, ChildCIdbLong 12K test acquisitions tablet device.Different tests considered requiring different touch and stylus gestures, enabling evaluation praxical cognitive skills such as attentional, visuo-spatial, executive, among others.In addition database, propose quantitative metric called Test Quality (Q), designed measure motor development through their interaction with device.In order provide better comprehension proposed Q metric, popular percentile-based growth representations introduced for each test, providing two-dimensional space compare children's respect typical age population.The results achieved highlight potential conjunction they grow up.The framework could be very useful an automatic tool support child experts (e.g., paediatricians, educators, or neurologists) early detection physical/cognitive impairments during development.

Language: Английский

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