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Papers on “screen time early childhood development”

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1. Digital Technology Usage of Young Children: Screen Time and Families

   Ahmet Sami Konca · 2022 · Early Childhood Education Journal · 115 cites

2. Association Between Screen Time Trajectory and Early Childhood Development in Children in China.

   Jin Zhao, Zhangsheng Yu, Xiaoning Sun, et al. · 2022 · JAMA pediatrics · 103 cites

   Importance Screen time has become an integral part of children's daily lives. Nevertheless, the developmental consequences of screen exposure in young children remain unclear. Objective To investigate the screen time trajectory from 6 to 72 months of age and its association with children's development at age 72 months in a prospective birth cohort. Design, Setting, and Participants Women in Shanghai, China, who were at 34 to 36 gestational weeks and had an expected delivery date between May 2012 and July 2013 were recruited for this cohort study. Their children were followed up at 6, 9, 12, 18, 24, 36, 48, and 72 months of age. Children's screen time was classified into 3 groups at age 6

3. Active versus Passive Screen Time for Young Children

   Penelope Sweetser, Daniel Johnson, Anne Ozdowska, et al. · 2012 · Australasian Journal of Early Childhood · 101 cites

   IN THIS PAPER WE REPORT SOME initial findings from our investigations into the Australian Government's Longitudinal Study of Australian Children dataset. It is revealed that the majority of Australian children are exceeding the government's Screen Time recommendations and that most of their screen time is spent as TV viewing, as opposed to video game play or computer use. In light of this finding, we review the body of research surrounding children's engagement in Screen Time activities and the associated positive and negative effects. Based on existing evidence, we define two categories of Screen Time—Active Screen Time and Passive Screen Time. It is proposed that this distinction provides

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

   F. Sticca, Valérie Brauchli, Patricia Lannen · 2025 · Frontiers in Developmental Psychology · 24 cites

   Research on the associations between screen time and child development suggests that various forms of screen time might pose a risk for various aspects of child development. However, data on the impact of exposure to screen media on the development of children under 3 years of age is comparatively scarce. Although the evidence available on the topic is evolving rapidly, no review of existing literature has yet encompassed a comprehensive set of developmental outcomes with a focus in the first 3 years of life. To address this research gap, the present literature review focused on the influences of screen time on various developmental outcomes of children aged zero to 36 months. These outcomes

5. Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study

   Jasmine Rai, Madison Predy, S. Wiebe, et al. · 2023 · Pilot and Feasibility Studies · 24 cites

   Background The primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent – child interactions for two screen-based tasks and a storybook reading task. Methods Participants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children’s screen time patterns (i.e., type, device, content, context) were pa

6. Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

   Laura Teichert · 2020 · Journal of Early Childhood Literacy · 22 cites

   The literature on infant and toddler screen time has been built on two traditions—cognitive models of learning and sociocultural models of learning. Cognitive studies have cautioned against the use of screen time for young children because clinical research has not shown children can learn as effectively from screens as they do from human interaction and might delay children’s cognitive development. Conversely, qualitative research has described the social ways children learn and use digital technology through social interactions with other people in their homes. This paper reports on an autoethnographic study of how digital tools were embedded in the everyday ways of life in my home during

7. Screen Exposure and Early Childhood Development in Resource-Limited Regions: Findings From a Population-Based Survey Study

   Yuyin Xiao, Dorien Emmers, Shanshan Li, et al. · 2025 · Journal of Medical Internet Research · 15 cites

   Background The content of children’s screen exposure and interactive coviewing with caregivers are important determinants of early childhood development (ECD) that have been overlooked in past research in resource-limited rural regions. Given the prevalence of digital devices and diverse digital content today, determining screen use practices that minimize the negative impacts on children’s development is crucial for promoting healthy screen use among children. Objective This study aims to examine screen exposure among children aged <3 years in rural China and investigate its relationship with ECD outcomes, focusing on duration, content, coviewing, and interaction. Methods The sample include

8. Mothers' Perceptions on the Impact of Early Childhood Development and Parenting: A Comparative Study of Screen Time Groups in Indonesia

   Vivi Irzalinda, M. Latifah, Dwi Hastuti · 2025 · Media Publikasi Promosi Kesehatan Indonesia (MPPKI) · 5 cites

   Introduction: The increased use of digital devices during childhood, both in urban and rural areas with high technology access, raises concerns about their impact on child development and health. This calls for evidence-based interventions that consider the balance between the benefits and risks of screen time. However, existing empirical evidence shows inconsistencies in linking screen time duration to sociodemographic factors, parenting practices, and various aspects of child development. This study comparative analyses sociodemographic variables, parenting practices, and maternal perceptions in relation to screen time.' Methods: This cross-sectional study included 301 mothers of children