Family Perspectives

Volume 5 Issue 1 Article 7

2023

Childhood Screen Time and Child Development

Angela Webb
angelasdwebb@gmail.com

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Webb, Angela (2023) "Childhood Screen Time and Child Development," Family Perspectives: Vol. 5: Iss. 1,
Article 7.
Available at: https://scholarsarchive.byu.edu/familyperspectives/vol5/iss1/7

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 Webb: Childhood Screen Time and Child Development

Childhood Screen Time and Child Development

By Angela Webb

Brigham Young University

Abstract eral hours a day engrossed in media and technology

A significant increase in technology in the recent (Napier, 2014; Scairpon, 2021; Skalicka et al., 2019).

decades has influenced the use of media as a com-

mon daily consumption of time. With an increase in new Screen time refers to any time spent viewing content

forms of media, children are viewing screens at younger displayed on a device including televisions, computers,

and younger ages. This paper is a literature review of gaming consoles, smartphones, and tablets (Napier,

the effects of screen time on child development during 2014; Skalicka et al., 2019). With this in mind, the

childhood years. Results show major negative effects increased development of several forms of media and

on emotional, cognitive, and social development when technology are why children’s screen time is higher than

children experience excessive screen time. Although any other previous generation (Hastie, 2022; Scairpon,

research has found screen time to negatively affect chil- 2021). Parents and health professionals have raised

dren’s development, a mindful approach to screen time is concerns about the increased amount of screen time

a positive method that has shown to reduce these neg- and its potential effects on children’s overall health and

ative effects. development (Hastie, 2022; Skalicka et al., 2019).

Research on screen time and its impact on child

Childhood Screen Time and development has discovered problematic outcomes

Child Development including decreased emotional regulation, increased

Screen time has become an omnipresent existence in attention deficit symptoms, decreased parent-child

the lives of children (Napier, 2014; Neophytou et al., interaction, and lower social-emotional understanding

2021). The significant increase of electronic media (Napier, 2014; Radesky & Christakis, 2016; Scairpon,

over the past 60 years has created a digital world that 2021). However, research also shows that pro-social

is part of everyday life (Hastie, 2022; Neophytou et al., media and a media action plan are positive utilizations

2021). With the increase of new forms of media and the of media that can help counter the negative effects of

development of society, most children will spend sev- screen time (Ponti et al., 2017; Radesky & Christakis,

2016). These positive media strategies are helpful

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 Family Perspectives, Vol. 5 [2023], Iss. 1, Art. 7

methods for incorporating mindfulness into screen thinking to remain happy (Coyne et al., 2021; Twenge &

time. Mindfulness can help increase the intentionality Campbell, 2018).

of overall media consumption (Hastie, 2022; Ponti et

al., 2017). This paper will conduct a literature review One of the major concerns amongst scholars is using

describing the effects of screen time during childhood media as a constant ‘babysitter,’ rather than giving chil-

years (from infancy to 12 years of age) on children’s dren opportunities to interact with parents or guardians.

emotional, cognitive, and social development, as well Parents will often give their toddler a mobile device

as describing how mindful screen time can be utilized to calm them down when they are crying or throwing

to reduce these effects. a tantrum (Coyne et al., 2021; Radesky & Christakis,

2016). This may temporarily solve the toddler’s crying,

Emotional Development but research shows that in doing so children develop

Excessive screen time can greatly affect children’s excessive media habits in response to their negative

emotional development (Scairpon, 2021; Twenge & emotions (Coyne et al., 2021; Radesky & Christakis,

Campbell, 2018). Emotional development is necessary 2016).

for a child’s ability to identify and understand feelings

and emotions in oneself and in others, which is mainly Excessive media habits are defined by the American

learned through interactions with others (Coyne et al., Academy of Pediatrics (AAP) according to the num-

2021; Napier, 2014). ber of hours that children at specific ages spend with

a screen (see Table 1). Children with excessive media

habits are more likely to display decreased emotional

Decreased Emotional Regulation
regulation (Scairpon, 2021; Twenge & Campbell, 2018).
One of the specific concerns of media use on emo-
This includes inability to stay calm, increased irrita-
tional development is its effect on developing healthy
bility, and greater difficulty getting along with others
emotional regulation (Coyne et al., 2021; Napier, 2014).
(Coyne et al., 2021; Radesky & Christakis, 2016; Scair-
Emotional regulation is the ability to respond to and
pon, 2021; Twenge & Campbell, 2018). In other words,
regulate one’s own emotions (Scairpon, 2021; Twenge
constantly using mobile devices to calm down a child
& Campbell, 2018). This includes behaviors such as
may have detrimental long-term effects on the child’s
rethinking a problem to reduce anxiety or anger, being

able to stay calm when upset, or engaging in positive

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 Webb: Childhood Screen Time and Child Development

emotional regulation (Coyne et al., 2021; Radesky & and impulsivity (Scairpon, 2021; Radesky & Christakis,

Christakis, 2016; Neophytou et al., 2021). 2016). Many of these symptoms can be associated

with media use. Research shows that excessive screen

Healthy emotional regulation helps teach children that time is correlated with difficulty to follow directions,

negative emotions can be tolerated, worked with, and inability to finish tasks, and difficulty sitting still (Scair-

learned from. As children better regulate their emo- pon, 2021; Twenge & Campbell, 2018). Research also

tions, they become more emotionally resilient (Coyne finds that higher screen time users are more likely to

et al., 2021; Neophytou et al., 2021). A lack of emo- suffer from poorer sleep quality and decreased exec-

tional regulation in a child can extend to a lack of emo- utive functioning, which are common attention defi-

tional resiliency in other areas such as facing failure, cit symptoms (Hastie, 2022; Scairpon, 2021; Radesky

boredom, or mental health issues (Coyne et al., 2021; & Christakis, 2016). The risk for ADHD may be cor-

Neophytou et al., 2021). related with the stimulating and fast-paced content of

media (Coyne et al., 2021; Radesky & Christakis, 2016).

Cognitive Development Although it is unknown whether rapid shifts in attention

Excessive screen time also has adverse effects on from digital stimuli is the direct cause of the attention

children’s cognitive development. Cognitive function- deficit symptoms, studies found that children show

ing and attentional capacities have been one of the signs of ADHD when exposed to excessive screen time

focuses among scholars when discussing the effects (Coyne et al., 2021; Hastie, 2020; Radesky & Christakis,

of screen time among children (Hastie, 2020; Radesky 2016).

& Christakis, 2016; Neophytou et al., 2021). This leads

to the second major finding of the developmental Social Development

effects of excessive screen time: increased attention The last two major findings are related to the nega-

deficit symptoms (Hastie, 2022; Neophytou et al., tive effects that excessive screen time has on social

2021; Scairpon, 2021). development (Napier, 2014; Radesky & Christakis,

2016). excessive screen time is related to decreased

parent-child interaction and lower social-emotional

Attention Deficit Symptoms
understanding which impacts the social development
Attention-deficit/hyperactivity Disorder [ADHD] is a
of children (Napier, 2014; Radesky & Christakis, 2016;
common neurodevelopmental disorder among chil-
Skalicka et al., 2019).
dren that includes attention difficulty, hyperactivity,

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 Family Perspectives, Vol. 5 [2023], Iss. 1, Art. 7

Decreased Parent-Child Interaction predict, and explain emotions and engage in mean-

One of the concerns raised by health profes- ingful interactions (Skalicka et al., 2019). The decline

sionals is that increased screen time can reduce in social involvement and parent-child play due to

opportunities for face-to-face interaction between excessive screen time negatively influences a child’s

parent and child (Napier, 2014; Skalicka et al., 2019). social-emotional understanding (Napier, 2014;

Research has shown that noise coming from screens, Radesky & Christakis, 2016; Skalicka et al., 2019).

specifically background TV, is a barrier to parent-child Parent-child play and face-to-face interactions allows

interaction as well as a visual distraction (Napier, 2014; children to build social reciprocity and social com-

Radesky & Christakis, 2016; Skalicka et al., 2019). This petence (Radesky & Christakis, 2016; Skalicka et al.,

distraction and impediment between parent-child 2019). When these two crucial interactions are weak-

interaction decreases parents’ responsiveness to the ened, it decreases the social-emotional understand-

child, which can hinder the development of a secure ing in children, which is primarily learned through

attachment in a parent-child relationship (Napier, parent-child interactions (Radesky & Christakis, 2016;

2014; Radesky & Christakis, 2016). The distraction of Skalicka et al., 2019). Excessive screen time hinders

screen media also decreases parent-child play. This parent-child interactions necessary for social-emo-

is problematic because parent-child play is central to tional development in children.

children’s social development (Radesky & Christakis,

2016; Skalicka et al., 2019). Play is a prime opportu- Mindful Screen Time
nity for enriched social interaction and experiences This paper has covered the main emotional, cognitive,

between parent and child that is lost when screens and social developmental effects of excessive screen

take over (Napier, 2014; Radesky & Christakis, 2016). time among children. Although the majority of research

In all, excessive screen time decreases the quantity shows the negative effects of screen time, there are

and quality of parent-child relationships. ways to use screen time in positive ways. One of the

major strategies for using media in positive ways

Lower Social-Emotional Understanding is incorporating mindfulness. Mindfulness is being

Decreased face-to-face interaction while parents aware of, focusing on, and being intentional about the

and children are using technology relates to lower quality and quantity of something that is influencing

social-emotional understanding in children (Radesky one’s life. In this case, it would be the quality and quan-

& Christakis, 2016; Skalicka et al., 2019). Social-emo- tity of media (Hastie, 2022; Ponti et al., 2017). Pro-so-

tional understanding is the ability to understand, cial media usage and implementing a media action

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 Webb: Childhood Screen Time and Child Development

plan are two ways families can be mindful concerning media action plan. A family media action plan is when

the time and quality of time spent on screens (Hastie, rules are set to limit the amount of screen time and

2022; Ponti et al., 2017). to intentionally select which media is to be consumed

by children (Hastie, 2022; Ponti et al., 2017). The AAP

Pro-Social Media released guidelines of recommended usage of screen

One of the ways that screen time can be used posi- time among children between ages 0 and 18 (see Table

tively for children is to watch and interact with pro-so- 2). This table can be referred to when developing a

cial media. Pro-social media is well-designed, age-ap- media action plan. The purpose of a media action plan

propriate media that ensures quality content for is to reduce the negative effects of excessive screen

young children (Ponti et al., 2017; Radesky & Chris- time among children by setting time limits and includ-

takis, 2016). Educational programs, such as Sesame ing pro-social media (Hastie, 2022; Ponti et al., 2017).

Street and Mister Roger’s Neighborhood, have been

correlated with improved emotional development A few examples of how families can create a media

and cognitive learning for children (Ponti et al., 2017; action plan are to purposely choose the media content

Radesky & Christakis, 2016). These emotional skills together with children and explain why the specific con-

include a better understanding of friendship, feelings, tent is or is not being chosen, limit screen time during

and how to treat others along with learning to acquire family routines, such as meals, to give greater oppor-

antiviolent attitudes, empathy, and respect (Ponti et tunities for social learning, and pay attention to mes-

al., 2017; Radesky & Christakis, 2016). The cognitive sages about gender, body image, violence, and social

skills learned in these educational programs include issues (Hastie, 2022; Ponti et al., 2017). Developing

an increased ability to read words, identify colors, and a media action plan can help protect and reinforce

retain information (Ponti et al., 2017; Radesky & Chris- family time and is likely to be reviewed periodically to

takis, 2016). Thus, when used appropriately, pro-social adjust to the growing ages of the children and evolving

media designed for quality content could help counter family circumstances (Hastie, 2022; Ponti et al., 2017).

the negative effects of media on children’s emotional These conversations and social interactions with fam-

and cognitive development. ily friends can have a large positive influence in chil-

dren’s social development as they age (Hastie, 2022;

Media Action Plan Ponti et al., 2017). Therefore, implementing a media

Another mindful method for using screen time in a action plan may help counter the negative effects of

positive way is to develop and implement a family

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 Family Perspectives, Vol. 5 [2023], Iss. 1, Art. 7

excessive screen time through its positive influence on interaction, and lower social-emotional understand-

social development. ing (Napier, 2014; Radesky & Christakis, 2016; Scair-

pon, 2021). Research found that mindful screen time,

such as pro-social media and a family media action

Conclusion
plan, help reduce and can be a solution to the negative
Excessive screen time among children negatively
effects of screen time among young children through
affects children’s emotional, cognitive, and social
countering damage to and promoting greater emo-
development (Coyne et al., 2021; Hastie, 2022; Skalicka
tional, cognitive and social development (Hastie, 2022;
et al., 2019). Some major findings that demonstrate
Ponti et al., 2017; Radesky & Christakis, 2016).
these outcomes are decreased emotional regulation,

attention deficit symptoms, decreased parent-child

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 Webb: Childhood Screen Time and Child Development

Table 1. Effects of excessive screen time on emotional, cognitive, and social development among
children 0-18 years (Hastie, 2022).
Screen Time Age Effects on Brain Development and Cognition, Key References
Per Day (Years) Physiological and Psychological Development
(Hours)
More than 2 hrs 0-18 • poor Sleep
Lissak, 2018
(excessive) • ADHD related behaviours
• risk factors for cardiovascular diseases (high blood pres-
sure, obesity, low HDL cholesterol)
• poor stress regulation (high sympatheic arousal and cortisol
dysregulation)
• Insulin resistance
• impaired vision
• reduced bone density

Between 1-5 3-5 • lower microstructural integrity of brain white matter tracts Hutton et al,. 2019
(excessive) • disorganized and underdeveloped tracts in areas that sup-
port language and emergent literacy skills, congition, and
executing functions

More than 2 hrs 5-13 • developmental delay in children Wong et al,. 2021
(excessive) • behavioural problems in early adolescence

More than 7 hrs 9-10 • thinning of the cerebral cortex, cell loss or ‘atrophy’, in the World Economic
(excessive) outermost layer of the brain Forum, 2018
• lower scores on language
• lower scores on thinking tests

More than 2 hrs 23 • decreased left orbitofrontal grey matter volume after six Zaou et al., 2017
(excessive) weeks of daily Internet gaming

More than 2 hrs 10-24 • heightened symptoms of ADHD Small et al., 2020
(excessive) • impaired emotional and social intelligence
• technology addiction
• social isolation
• impaired brain development
• disrupted sleep

Table 2. Recommendations on the use of electronic media by children 0-18 years (Hastie, 2022)

Age of child Recommended use of electronic media

0-18 months • complete avoidance of electronic media

18-24 • slow introduction to electronic media

2-5 • no more than 2 hours per day of electronic media use

5-19 • parents encouraged to establish a family home use plan for all media
• schools, policymakers, product advertisers, and entrainment producers advised to recognize the
influences of media on children and teenagers.

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 Family Perspectives, Vol. 5 [2023], Iss. 1, Art. 7

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