Effects of Screen Time on Cognitive Development in Early Childhood: A Systematic Review

Abstract

The burgeoning prevalence of digital media in households today has thrust the issue of screen time into the spotlight, particularly concerning its impacts on early childhood cognitive development. This systematic review synthesizes findings from diverse empirical studies to assess the relationship between screen exposure in children aged 0-5 years and their cognitive outcomes. We combed through multiple databases, including PubMed, PsycINFO, and Google Scholar, to identify peer-reviewed articles that met our inclusion criteria focused on this critical developmental window. Results indicate that excessive screen time is associated with delayed language skills, diminished attention spans, and poorer academic performance when compared to peers with limited screen exposure. Conversely, interactive and educational screen activities, as well as co-viewing with caregivers, showed potential benefits by promoting cognitive engagement and language acquisition. The findings underscore the need for nuanced guidelines that balance screen time with other developmental activities and emphasize the role of content quality and context in mediating cognitive outcomes. Further research is warranted to delineate optimal screen time parameters and to explore the long-term implications of early digital media exposure on cognitive development trajectories.