Screen time in early childhood: a review of prevalence, evidence and guidelines

Abstract

Much of the research on screen time to date has focused on TV watching and the amount of time spent on screens. However, due to the high level of variation in current screen activities in relation to features, parental scaffolding opportunities, portability, and interactivity (e.g., tv, smartphones, tablets) it is no longer possible to consider the singular effect of all screen types on the developing child. Recent research in the field suggests that the quality of the content, parental engagement and monitoring, and the inclusion of interactive elements are all factors that influence the effect screen use has on early development, in addition to the amount of time spent on the screen. This article discusses the prevalence of screen use in early childhood, as well as the quality of the research evidence base examining the role of screen use in various aspects of child psychological development. The article concludes by considering current definitions and guidelines for screen use in childhood.