Impact of Screen Time on the Cognitive and Behavioral Development of Preschool Children

Abstract

This li­terature review examines the impact of screen time on the cognitive and behavioral development of preschool-aged children, a critical time for growth and the formation of fundamental skills. The use of screens, including television, tablets, smartphones, and computers, has increased significantly among young children, which has raised concerns among parents, educators, and health professionals. Several studies indicate that excessive screen use is associated with delays in language development, attention difficulties, and behavioral problems, such as impulsivity and difficulties in emotional regulation. Prolonged exposure to screens can replace crucial developmental activities, such as outdoor play, direct social interactions, and reading, which are fundamental to cognitive and socioemotional development. On the other hand, the literature also suggests that the content of the media accessed and parental supervision play important roles. Educational and interactive content, when used in moderation and in conjunction with parental guidance, can offer cognitive benefits, such as the development of early literacy skills and logical reasoning. However, most research emphasizes the need for limits on screen time, recommending that preschoolers spend no more than one hour per day on quality screen-based activities, as per guidelines from the American Academy of Pediatrics. In addition, it is recommended to promote alternative activities that stimulate motor, social, and cognitive development. In conclusion, although screen use can offer some benefits when properly managed, excessive exposure time is strongly linked to negative impacts on the cognitive and behavioral development of preschoolers. Therefore, it is essential that parents and caregivers set clear limits and encourage activities that promote healthy and balanced development.