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Theses/Dissertations from 2023 2023

Perceptions of Primary Caregivers About Managing Their Child’s Transition to Kindergarten: A Mixed-Methods Study , Kristy Lynn Castanon

Building Resilience: A Mixed Methods Exploration of Head Start Teachers Coping During the COVID-19 Pandemic , Ehichoya Edokhamhen

Exploration of Privilege and Preschool Teachers’ Demographics Associated with Teachers’ Self-Efficacy in Culturally Responsive Classroom Management , Katherine Madison

Examining Teachers' Referral and Placement Decisions of Hispanic Children for Gifted and Talented Programs , Guillermo I. Mendoza

Childhood Trauma in Early Care and Education: Understanding School Administrators’ Perceptions , Olawale Olubowale

Sound and Music Opportunities in Toddler Learning Environments , Sonia Akiko Yoshizawa

Theses/Dissertations from 2022 2022

An Investigation of the Relationship Between Teachers’ Personal Epistemologies and Their Self-Efficacy About Culturally Responsive Classroom Management , Tahani Ahmed

Early Detection of Atypical Motor and Neurobehavior of Infants at Risk Secondary to Opioid Exposure: A Prospective Study , Kara Boynewicz

The Impact of an Integrated STEM Collaborative Approach on Preservice Teachers’ Pedagogical Content Knowledge and Curricular Role Identity for Teaching Science , Qiuju Tian

Theses/Dissertations from 2021 2021

Student Collaboration: Early Childhood Teachers' Roles and Perspectives , Kimberly Ballantyne

The Impact of Natural Playscapes on Toddler Play , Laura J. Pearce

Familial Regulation of Young Children's TV Viewing in Ghana , Clara Puni-Nyamesem

Theses/Dissertations from 2020 2020

Determining if Classroom Pets as part of an Empathy-Based Intervention Affect Public Elementary School Students’ Empathy , Randa Dunlap

The Relationship Between the Amount of Time Spent in the Block Center and Gender Differences in Preschool Children’s Spatial Performance , Narges Sareh

Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study , Tara Terry Voit

A Study of Empathy and Teacher Self-Efficacy Among Preservice Early Childhood Educators , Amy Wilson

Theses/Dissertations from 2019 2019

Arab-American Parents’ Views on the Use of Technology, Smartphones, and Touchscreen Devices with Infants, Toddlers and Preschoolers , Abidah Abutaleb

Seeing the World Differently. An Exploration of a Professional Development Model Bridging Science and Lay Cultures , Michael D. Garrett

Second-Grade Students’ Perceptions of Their Classrooms’ Physical Learning Environment , Tsitsi Nyabando

A Mixed Methods Exploration of East Tennessee Early Childhood Teachers’ Perceptions, Knowledge, Practices, and Resources of Critical Literacy , Rebekah Taylor

Theses/Dissertations from 2018 2018

The State of Outdoor Education in Northeast Tennessee: Preschool Teacher Attitudes Toward Outdoor Education , Cathy Landy

Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities , Jennifer R. Lynberg

Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs , Brandie D. Maness

Gender Differences in Spatial Language During Preschool Small Group Geometry Activities , Winona Shue

Teachers’ Response to Infants’ Nonverbal Communication and Use of Response to Facilitate a Dialogue , Stephanie Stephens

The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children , Gina Joe Wohlford

Examining Contributors to Preschoolers’ Classroom Engagement using Structural Equation Modeling , Hongxia Zhao

Theses/Dissertations from 2017 2017

Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community , Kimberly Austin

Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality , Jacqueline Johnson

Design and Validation of a Scale for Preschoolers: Measuring Nutrition Knowledge, Beliefs, and Behaviors , Michelle E. Johnson

Theses/Dissertations from 2016 2016

The Effects of Environmental Modifications and Visual Supports in the Home on Engagement and Challenging Behaviors in Children with Autism , Teresa L. Boggs

Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration , Lori A. Hamilton

Exploring Gesturing as a Natural Approach to Impact Stages of Second Language Development: A Multiple Baseline, Single Case Study of a Head Start Child , Guillermo I. Mendoza

Theses/Dissertations from 2015 2015

Determining if Custodial Grandparents of Pre-K - Third Grade Students Perceive Delivery of Information and Services Offered as Effective in Decreasing Early Chronic Absence , Kimberly S. Cassidy

Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee , Charity Hensley-Pipkin

Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood , Jill T. Leonard

The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children , Wendee B. White Mrs

Theses/Dissertations from 2014 2014

An Exploratory Critical Study of Questioning Strategies Posed by Early Childhood Teachers During Literacy Blocks , Angela H. Baker Ms.

Developing Mastery in Phonemic Awareness, Phonics, and Morphemic Awareness: A Multiple Case Study of Preservice Early Childhood Educators , Ruth Facun-Granadozo

Theses/Dissertations from 2012 2012

The Influences of Caregiver-Child Interactions and Temperament on Cortisol Concentrations of Toddlers in Full-Day Childcare , Helen Morris Lane

Theses/Dissertations from 2010 2010

Project 3rd Grade Environment: Descriptive Phenomenological Study of the Physical and Learning Environment in a Transformed 3rd Grade Classroom. , Charity Gail Hensley

Theses/Dissertations from 2008 2008

Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice. , Ariel Sky Ashe

Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee. , Lindsay Collins Moore

Theses/Dissertations from 2007 2007

The Effects of Movement on Literacy. , Kathy S. Luppe

Theses/Dissertations from 2006 2006

Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. , Bradley Carroll Billheimer

Theses/Dissertations from 2004 2004

The Use of Rotation Model Sunday School. , Heather Renee Jones

The Relationship between the Use of Developmentally Appropriate Practice and the Inclusion of Product-Producing Art Activities in Infant Programs. , April D. Moore

Theses/Dissertations from 2003 2003

The Curricular Practices of Early Childhood Teachers Working in Public Sschool Primary Grades. , Elizabeth Ely Brading

Journaling as a Tool to Improve Story Comprehension for Kindergarten Students. , Carisa L. Carr

The Effects of Adult Interaction on Toddler Behavior in the Classroom. , Sarah Webb Hackney

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• Health & Wellness

How Technology Affects Child Development

10 Effects of Technology on Child Development

by:floridatech

1.   Harms Attention Spans

Perhaps the concern raised most often when it comes to children and technology is the impact on attention span. The research supports this concern. Jim Taylor, Ph.D., wrote in Psychology Today that heightened  technology exposure might actually be changing the way children’s brains are wired . Why? Because unlike an adult’s brain, a child’s brain is still developing, and as a result, malleable. When children are exposed to technology at high rates, their brain may adopt an internet approach to thinking – quickly scanning and processing multiple sources of information. Developing brains are particularly vulnerable to this, and where previous generations may have spent much more time reading, imagining or participating in activities that require focus attention, brains in children exposed to high volumes of technology may adapt to frequent visual stimulation, rapid change and little need for imagination.

2.   Reduces Self-Soothing and Self-Regulation

Anyone who has raised a toddler would acknowledge the beauty of distraction in calming a toddler in a tantrum. But parents today have a tempting distraction always available: technology. And although in the immediate handing over a cellphone or tablet may calm a raging preschooler, the  American Academy of Pediatrics states  that the distraction of mobile devices may negatively affect children’s opportunity to learn how to self-soothe and regulate in those moments.

3.   Increases Aggression

Multiple studies , including one by the Seattle Children’s Research Institute and the Journal of Youth and Adolescence, found a correlation between simulated violence, often found in popular video games, and heightened aggression. Exposure to violence was found to make children and teens more likely to argue with peers or teachers, and less empathetic and impacted by actual violence.

4.   Stagnates Physical Activity

Time spent with technology means time spent sitting. Even with portable devices, the activity itself requires users to be mostly still. Given the vast amount of time children are reportedly spending with technology now, this also means that active indoor or outdoor playtime has now largely been replaced by this sedentary activity. In extreme cases, children or teenagers may even forgo other vital activities, likely eating or sleeping, when engaged with a video game or other media.

5.   Hurts School Performance

Limited attention spans can also impact how children perform in the classroom. One experienced English teacher  told the New York Times  that students “lack the attention span to read assignments on their own,” due to cellphones and social media. “You can’t become a good writer by watching YouTube, texting and e-mailing a bunch of abbreviations,” said Marcia Blondel.

The article also stated that technology habituates brains to constantly switching between tasks, which can lead to reduced attention spans. Michael Rich, executive director of the Center of Media and Child Health in Boston, says that children’s brains get are rewarded for jumping to the next task rather than staying on task, which made lead to “a generation of kids in front of screens whose brains are going to be wired differently.” Anecdotally, some teens admit they prefer the immediate gratification provided by a quick video over slogging through an assigned novel.

Other research suggests the presence of a computer, even if intended for educational purposes, may simply serve as a distraction. In fact, Jacob L. Vigdor, an economics professor at Duke University and researcher,  found that  when left to themselves, children most often used home computers for entertainment instead of learning. Adult supervision is critical.

6.   Limits Interpersonal Interactions

Leaning on a mobile device to distract children can reduce their interpersonal interactions. Whether the need at hand is reconciling with a friend or sibling, entertaining themselves on a long trip, or settling down at night, if children are constantly armed with technology, they’re never to navigate an interaction with a friend, parent or sibling that may be critical to solving the problem long-term. For older children and teens, technology may serve as a diversion from troubling issues: not fitting in at school, parents arguing at home, etc. But instead of learning to navigate these issues children and teens may find that technology can give the illusion of shelter – without arming them with the interpersonal skills needed to navigate uncomfortable situations in adult life.

7.   Affects Emotional Development

Even in the hands of only parents and caregivers, technology may have an impact on childhood development. Observation is the primary way children learn, as they listen to learn language, observe conversations, read facial expressions and watch how others navigate emotional situations. Rampant screen time seeps away intentionally, connected time with children that is critical to emotional development. For older children and teens, a heavy reliance on technology to communicate hinders their people skills, and may even develop a sense of detachment from others’ feelings,  according to Dr. Gary Small, head of UCLA’s memory and aging research center .

For young children, the impact may be felt as screen time replaces time previously devoted to play, peer interaction and exploration, which are thought to foster empathy, problem-solving skills, curiosity, intelligence, and listening skills,  says Catherine Steiner-Adair , a clinical psychologist affiliated with Harvard.  Researchers from Boston University  also posit that mobile phone use may prevent children from developing empathy, social and problem-solving skills.

8.   Helps Visual-Spatial

In particular, video games have been proven to help develop peripheral visual skills,  according to Science Daily . More broadly, general visual motor skills (tracking objects or visually searching for something) may improve with technology use.

9.   Helps Multi-Tasking

When applied appropriately (as opposed to driving and texting, for example) a well-honed ability to multi-task that is brought on with technology use equips children with a necessary skill for modern adult life,  according to PsychCentral .

10.   Aids Learning

Internet users flex their decision-making and problem-solving brain functions more frequently, and are more likely to handle rapid cyber searches well. And, technology may present the next wave of vocational training for students who may not thrive in traditional academic subjects. For example,  the New York Times tells the story of Woodside High’s  audio class, filled with at-risk students who are engaged, participating and learning. Not only is the technology-driven class inspiring students to show up, it’s providing occupational learning, and presents an opportunity to trigger interest in other subjects. Technology can also support education in more traditional ways, with engaging games to boost vocabularies or through electronic books.

sources : https://www.floridatechonline.com/blog/psychology/how-technology-affects-child-development/

comment : this article well described the possible effects for child development from both mentally and physically. I think this article provided a basic understanding how technology use can have impacts on child health and wellness.

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I am shocked by the long term effects excessive screen time could have on children. I am further questioning, what does safety mean? This seems similar to the idea of public health… could it mean the physical, emotional, and mental wellbeing of an individual?

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Theories of Child Development and Their Impact on Early Childhood Education and Care

• Published: 29 October 2021
• Volume 51 , pages 15–30, ( 2023 )

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• Olivia N. Saracho   ORCID: orcid.org/0000-0003-4108-7790 1  

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Developmental theorists use their research to generate philosophies on children’s development. They organize and interpret data based on a scheme to develop their theory. A theory refers to a systematic statement of principles related to observed phenomena and their relationship to each other. A theory of child development looks at the children's growth and behavior and interprets it. It suggests elements in the child's genetic makeup and the environmental conditions that influence development and behavior and how these elements are related. Many developmental theories offer insights about how the performance of individuals is stimulated, sustained, directed, and encouraged. Psychologists have established several developmental theories. Many different competing theories exist, some dealing with only limited domains of development, and are continuously revised. This article describes the developmental theories and their founders who have had the greatest influence on the fields of child development, early childhood education, and care. The following sections discuss some influences on the individuals’ development, such as theories, theorists, theoretical conceptions, and specific principles. It focuses on five theories that have had the most impact: maturationist, constructivist, behavioral, psychoanalytic, and ecological. Each theory offers interpretations on the meaning of children's development and behavior. Although the theories are clustered collectively into schools of thought, they differ within each school.

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The author is grateful to Mary Jalongo for her expert editing and her keen eye for the smallest details.

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Saracho, O.N. Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Educ J 51 , 15–30 (2023). https://doi.org/10.1007/s10643-021-01271-5

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Accepted : 22 September 2021

Published : 29 October 2021

Issue Date : January 2023

DOI : https://doi.org/10.1007/s10643-021-01271-5

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Child Development Knowledge of Adolescents

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The purpose of this study was to investigate adolescent knowledge of physical, mental, social, and emotional development of babies and young children. The study was concerned with the effects of the following factors on adolescent knowledge of child development; geographic location, family size, ordinal position, and years of homemaking classes in school. Questionnaires were administered to 200 homemaking students in high schools in Parker and Tarrant counties. The only factor significant at the .05 level in affecting.adolescent knowledge was geographic location. Students from rural high schools obtained higher overall child development knowledge scores than students from urban high schools. Further … continued below

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Harrison, Cheryl May 1979.

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• LaBrecque, Suzanne V. (Suzanne Volin) 1946- Major Professor

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• Department: School of Home Economics
• Discipline: Home Economics
• Level: Master's
• Name: Master of Science
• PublicationType: Master's Thesis
• Grantor: North Texas State University

The purpose of this study was to investigate adolescent knowledge of physical, mental, social, and emotional development of babies and young children. The study was concerned with the effects of the following factors on adolescent knowledge of child development; geographic location, family size, ordinal position, and years of homemaking classes in school. Questionnaires were administered to 200 homemaking students in high schools in Parker and Tarrant counties. The only factor significant at the .05 level in affecting.adolescent knowledge was geographic location. Students from rural high schools obtained higher overall child development knowledge scores than students from urban high schools. Further research to compare the knowledge of students not enrolled in homemaking classes to the knowledge of students enrolled in homemaking classes is recommended.

• child development knowledge
• high school students

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• Child development
• Home economics students -- Texas
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• Accession or Local Control No : 1002772406-Harrison
• Call Number : 379 N81 no.5574
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Harrison, Cheryl. Child Development Knowledge of Adolescents , thesis , May 1979; Denton, Texas . ( https://digital.library.unt.edu/ark:/67531/metadc663300/ : accessed April 14, 2024 ), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu ; .

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178 Original Child Development Research Paper Topics

Child development is represented by all the changes that occur in a child from the time of their birth to adulthood. The changes covered by child development include all the emotional, physical, thought and language changes.

During the process of development, a child transitions from being dependent on his parents to being an independent young adult. It is generally accepted that there are 5 main stages of child development: newborn, infant, toddler, preschool, and school-age.

If you are pursuing a bachelor of science or even a Master of Science degree, you will inevitably have to write at least one research paper about child development. The good news is that writing the paper shouldn’t be too difficult because the Internet contains plenty of information about most aspect of child development.

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Introduction Background information on the topic Thesis statement Body #1 (first major subtopic) Statement + a little background information Supporting evidence Body #2 (second major subtopic) Statement + a little background information Supporting evidence Body #3 (third major subtopic) Statement + a little background information Supporting evidence Conclusion Restate the thesis Summarize the key points Call to action Works Cited/Bibliography Appendix

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Best Child Development Topics

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• Discuss the Piaget theory on child development
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• Discuss the Erik Erikson theory on child development
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• Discuss the Vygotsky theory on child development
• The role played by genetics
• Compare and contrast the toddler and the infant
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• The importance of a psychologist
• Discuss the role of caregivers
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• Effects of positive social interactions
• Research disorganized families
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• The negative effects of divorce
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• Latest news in child development
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Child Development Psychology Topics

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• The different stages of psychological development
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• Research memory in preschool children
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• Why is playing so important?
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• Research a child’s social development
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• The effects of talking on child development
• Discuss the most important development milestones
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• Discuss how television affects child development
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• Analyze the connection between a toddler and his parents
• Research child development in single-parent families

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• The effects of family violence
• Innovative child development techniques
• How much time should you spend with your child?
• Games that stimulate mental growth
• Best ways to solve a behavioral issue
• Negative effects of substance abuse
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• Books that children should avoid
• The need for physical punishment
• How important are schools?
• Should children be allowed to play video games?
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• Discuss the effects of social insecurity
• Child development in the Indian society

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• Best ways to develop a positive mentality
• An in-depth look at anxiety in toddlers
• Discuss the stages of mental development
• The occurrence of depression in preschool children
• Discuss the cause and effects of ADHD
• Can children suffer from PTSD?
• Research the oppositional defiant disorder

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• Tourette syndrome in toddlers
• Discuss eating disorders in preschool children
• The effects of social media on young children
• Sports that children should play
• Events that can negatively impact a child’s development
• Ways to ensure maximum mental growth
• Discuss the 5 stages of development and make a comparison between them
• Does music affect the mathematical skills of young children?

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• Talk about what makes a child intelligent
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• Should you child see a psychologist?
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• Discuss the effects of watching excessive television
• The effects of religious orientation on a child’s mental health

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• How do ADHD children cope with boring situations?
• Controlling the activity levels of ADHD children
• Discuss ways to make ADHD children pay attention
• ADHD’s effects on the ability to focus
• Why do ADHD children have learning disabilities?

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Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management

Sudheer kumar muppalla.

1 Pediatrics, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND

Sravya Vuppalapati

2 General Practice, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND

Apeksha Reddy Pulliahgaru

3 Pediatric Medicine, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND

Himabindu Sreenivasulu

4 General Medicine, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND

Children's heavy reliance on screen media has raised serious public health issues since it might harm their cognitive, linguistic, and social-emotional growth. This study examines the effects of screen time on many developmental domains and covers management and limitation techniques for kids' screen usage. Screen media has a wide range of cognitive consequences, with both beneficial and detrimental effects noted. Screens can improve education and learning; however, too much time spent in front of a screen and multitasking with other media has been related to worse executive functioning and academic performance. As screen time reduces the amount and quality of interactions between children and their caregivers, it can also have an impact on language development. Contextual elements like co-viewing and topic appropriateness are key in determining how language development is impacted. Additionally, excessive screen usage has detrimental effects on social and emotional growth, including a rise in the likelihood of obesity, sleep disorders, and mental health conditions including depression and anxiety. It can obstruct the ability to interpret emotions, fuel aggressive conduct, and harm one's psychological health in general. Setting boundaries, utilizing parental controls, and demonstrating good screen behavior are all techniques that parents may use to manage children's screen usage. We can reduce the possible negative impacts of excessive screen time and promote children's healthy development and well-being by increasing knowledge and encouraging alternative activities that stimulate development.

Introduction and background

New technologies, such as mobile and interactive screen media, are now ingrained in a young child's daily life. Children today are "digital natives," having been born into an ever-changing digital ecosystem augmented by mobile media. The age at which kids engage with media on a regular basis has fallen from four years in 1970 to four months in the present day [ 1 ]. Electronic devices have revolutionized learning, communication, and information dissemination, but recent research indicates that screen media use may have serious adverse effects on children's health over the long term, making this a pressing public health concern [ 2 ]. It has raised the likelihood that children will become obese, experience behavioral problems, sleep irregularities, poor academic performance, etc. [ 1 - 3 ].

This article delves into the profound effects of excessive screen time on children's cognitive, language, and social-emotional development, while also exploring the crucial strategies and responsibilities that parents and schools can undertake to effectively manage and diminish screen time in young individuals.

Impact on development

Cognitive Development

Screen media use may have both beneficial and detrimental effects on a kid’s cognitive results. Media devices with screens have the potential to improve education and learning [ 2 ]. For instance, research has suggested that electronic books and learning-to-read applications may improve young children's early reading skills and creative thinking capacities [ 2 , 4 , 5 ]. However, studies have also demonstrated the negative effects of screen media use on a number of cognitive areas such as executive functioning, sensorimotor development, and academic outcomes [ 2 , 6 ]. Media multitasking was found to have a negative impact on executive functioning in teenagers, notably on working memory, inhibition, and the capacity to switch between tasks [ 2 , 7 ].

The Quebec Longitudinal Study of Child Development cohort study found a long-lasting connection between early screen media exposure and cognitive abilities, with each one-hour increase in TV exposure at two years of age corresponding to a 7% unit decrease in participation in class and a 6% unit decrease in math proficiency in the fourth grade [ 8 ]. A Spanish research study discovered a negative correlation between the use of screen media and academic achievement, indicating that increased screen time was associated with lower academic performance. Similarly, a study conducted in the United States found a significant link between higher levels of media multitasking and lower scores on standardized tests measuring academic performance in mathematics and English [ 9 ].

However, adverse executive and academic outcomes may be confounded by the poorer attention and focus from multitasking behaviors rather than solely from screen media overuse, and more research is necessary to tease out this relationship. Language development has received the majority of emphasis in studies on screen usage and cognitive development in young children, whereas other cognitive development domains including executive skills have received less attention [ 10 ]. Thus, there are significant, albeit indirect, effects of screen media use on cognitive development in children [ 2 ].

Language Development​​

The early years of childhood are crucial for acquiring language skills and children develop various aspects of language, including vocabulary and phonology [ 11 ]. These skills are acquired through interactions with adults [ 11 ]. Numerous studies have highlighted the significance of human interaction, particularly the frequency and quality of exchanges between adults and children, in the development of language skills [ 12 ]. However, there is a growing concern that screen time diminishes the quantity and quality of interactions between children and their parents, resulting in fewer chances for the child to practice and develop their language abilities [ 11 ]. The relationship between screen time and speech and language development is complex, and there are multiple factors that should be taken into account [ 13 ]. The impact of screen viewing is predominantly influenced by contextual factors rather than the sheer amount of time spent watching [ 14 ]. The context encompasses several aspects, such as the behavior exhibited by adult caregivers during screen time, the appropriateness of the content for the child's age, and the level of interactivity provided by the screen [ 14 ]. Increasing the amount of screen time at an early age has negative effects on language development [ 13 ]. However, beginning screen time at a later age has some potential benefits [ 13 ]. The characteristics of videos, their content, and co-viewing also play a role in influencing language development [ 13 ]. However, other studies have reported negative effects on speech, language, motor skills, cognitive development, and social development [ 13 ].

Adults should be aware of the impact of background television when children are present [ 13 ]. Studies have shown that increased exposure to background television can have adverse effects on children's language usage, executive functioning, and cognition in children under the age of five [ 13 ]. Excessive television viewing can also potentially affect language development and reading abilities at a young age [ 13 ].

A few studies show a positive correlation between children's screen time when co-viewed with a parent and their expressive lexical, phonological, and overall language abilities [ 11 ]. Studies have indicated that compared to children who view screens for ≤1 hour per day, those who engage in two or more hours per day, or three or more hours per day, are more likely to experience behavioral problems and have poorer vocabulary acquisition [ 15 ]. These findings suggest the importance of monitoring and regulating screen time for young children to mitigate potential adverse effects on their development and behavior [ 15 ].

While it is true that screens have become ubiquitous in homes and are increasingly integrated into school systems, it is crucial to educate caregivers of children under the age of three years about the potential risks associated with prolonged screen exposure in inappropriate contexts [ 14 ]. The current findings suggest that future research should investigate the screen time patterns of the entire family and explore the cumulative impact of both children's and parents' total screen time on language skills, specifically focusing on lexical skills [ 11 ]. In addition to providing guidance, it is crucial to offer families alternative options to media use that promote positive development, such as parent-child play activities [ 16 ]. These alternatives should be made available in pediatric practices and early childhood centers to support families in creating enriching and interactive experiences with their children [ 16 ].

Social-Emotional Development

In recent years, the concept of screen time has become more complex, with a wide range of electronic devices available worldwide [ 17 ]. The advancement of technology in recent years has led to increased screen-based technology usage among young people, coinciding with a decrease in their engagement with nature and impacting their mental health and overall well-being [ 18 ]. Research has shown negative associations between screen time, particularly television viewing, and the development of physical and cognitive abilities. Additionally, screen time has been linked to obesity, sleep problems, depression, and anxiety [ 17 ]. The specific physiological mechanisms underlying the adverse health outcomes related to screen time, as well as the relative contributions of different types of screens and media content to these outcomes, are still not fully understood [ 17 ]. However, studies in very young children indicate that screen usage is an independent risk factor for reduced psychological well-being. One study shows that increased TV exposure between six and 18 months of age was associated with emotional reactivity, aggression, and externalizing behaviors [ 17 ]. Few studies indicate that higher screen time at the age of four years is associated with lower levels of emotional understanding at the age of six years. It also reveals that having a television in a child's bedroom at the age of six years predicts lower levels of emotional understanding at eight years [ 19 ]. Gaming was associated with lower levels of emotional understanding in boys but not in girls. This suggests that different types of screen activities may have distinct effects on the emotional development of children based on their gender [ 19 ].

Computer use and video gaming, but not television viewing, were shown to be connected with more severe depressive symptoms when looking at the effects of various types of screens. Video gaming, in particular, is correlated with the severity of anxiety [ 17 ]. These findings align with other studies showing a cumulative impact of high screen time on symptoms, with more pronounced effects emerging during early adolescence and beyond [ 17 ]. Screen time-induced poor sleep, nighttime use of digital devices, and dependency on mobile phones have been associated with depressive symptoms [ 20 ]. Sleep issues, excessive screen time, and exposure to content that is violent and fast-paced trigger dopamine and reward pathways in the brain, all of which have been associated with attention-deficit/hyperactivity disorder (ADHD)-related behavior [ 20 ]. Early and persistent exposure to violent content raises the chance of engaging in antisocial behavior [ 20 ]. Psychoneurological effects of addictive screen time use include a decrease in social coping skills and the development of craving behaviors resembling substance dependence [ 20 ]. Structural changes in the brain related to cognitive control and emotional regulation have been observed in individuals with addictive digital media behavior [ 20 ].

It is worth noting that screens can also have positive educational and informational benefits [ 17 ]. For example, many schools are effectively using blogs as educational tools to improve written English, and the Internet provides access to health resources, including information on sexually transmitted infections and mental health [ 17 ]. Starting around the age of two years, high-quality television programs that are designed for specific educational purposes can serve as an additional means for early language and literacy development in children [ 21 ]. Such programs can also support cognitive development, promote positive racial attitudes, and encourage imaginative play [ 21 ]. High-quality content can enhance social and language skills for all children aged two years and older, particularly for those who are living in poverty or facing other disadvantages [ 21 ]. The presence of smartphones blurs the boundaries between work and home life, making timing unpredictable, and frequently requiring emotional investment to respond to them [ 21 ]. These findings emphasize the potential negative consequences of excessive screen exposure during early childhood, particularly when screens are present in a child's personal space, such as their bedroom [ 19 ]. This study emphasizes the significance of face-to-face interaction, especially with primary caregivers, in promoting the development of social-emotional competence in young children [ 19 ]. Further research is needed to investigate the mechanisms underlying the connection between screen time and developmental vulnerabilities [ 22 ].

Strategies for managing and reducing screen time in children

Strong evidence shows that parents' awareness-raising and other straightforward actions may significantly lower children's screen time [ 23 ]. Early excessive screen-watching habits seem to follow throughout time and tend to cluster with other harmful lifestyle behaviors including a poor diet and lack of sleep [ 24 ]. The amount of time spent watching television and other forms of screen time among teens decreased only when the intervention included specific elements or activities aimed at reducing it [ 25 ]. Possible additions to interventions include the use of an electronic monitoring device to restrict screen time (which allows users to set time limits for TV, digital versatile disc (DVD), computer, or video game use), the TV Turn-off Challenge (a campaign to turn off the TV for a specified number of days), the conditional use of screens on physical activity, or education via mass or small media (such as newsletters, brochures, or billboards) [ 26 ]. Birth kits distributed to moms by maternity wards should contain information regarding newborns and toddlers seeing screens [ 23 ]. Health visitors should provide new parents with advice and be aware of medical evidence [ 23 ]. Schools should take a stand on how much time kids spend using screens both inside and outside of the classroom and let students and parents know about it [ 23 ].

Role of Parents in Managing Screen Time

Parents sometimes used screen time as a reward but also believed digital technology would have a negative impact on their child’s behavior, social skills, sleep, and physical activity [ 27 ]. Parents have the chance to implement behavioral control in the home as the primary caretakers, frequently through observation and rule-setting [ 27 ]. In fact, treatments designed to enhance common parenting techniques at home have proved effective in raising a child's desirable behavior [ 27 ]. In line with this viewpoint, some research indicates that parents' usage of restrictions regarding the use of technology such as television, cellphones, tablets, and computers is linked to children spending less time on screens (such as television, video games, and computer/internet use) [ 28 ]. Parental controls, which are frequently present in the form of extra settings and password safeguards for different technical devices (such as televisions, laptops, cellphones, etc.), may offer a viable answer to parenting challenges around children's screen time [ 27 ].

The Centers for Disease Control and Prevention (CDC) and other organizations/studies have indicated that parental restrictions on screen time and the absence of screens in bedrooms both significantly lower screen time [ 29 , 30 ]. Ideal discretionary screen time limits are 0.5-1 hour/day for three to seven-year-olds, one hour for 7-12-year-olds, 1.5 hours for 12-15-year-olds, and two hours for 16+-year-olds. Role modeling is also another crucial element. The amount of screen time parents and kids watch is closely associated; kids who live in homes where watching TV is encouraged (e.g., meals eaten in front of the TV and the TV is on when the child gets home from school) are more likely to engage in binge-watching themselves. If parents watch television for more than four hours every day, their sons and daughters will, respectively, have a 10.5-fold and a three-fold increased likelihood of doing the same [ 31 ].

Conclusions

Excessive screen media usage in children can have both positive and negative impacts on their development. Regarding cognitive development, screens have the potential to enhance education and learning. However, studies have shown that excessive screen time and media multitasking can negatively affect executive functioning, sensorimotor development, and academic outcomes. Early screen exposure has been associated with lower cognitive abilities and academic performance in later years. Language development is also affected by screen time, as it diminishes the quantity and quality of interactions between children and caregivers. Contextual factors such as co-viewing and appropriateness of content play a role in determining the impact on language development. Excessive screen usage can also lead to problems in social-emotional development, including obesity, sleep disturbances, depression, and anxiety. It can impair emotional comprehension, promote aggressive behavior, and hinder social and emotional competence.

Parents play a crucial role in managing and reducing screen time by raising awareness, setting boundaries, and providing behavioral controls. Parental limitations and the absence of screens in bedrooms have been found to significantly reduce screen usage. Parents should also set an example by managing their own screen time. Overall, it is important for caregivers, educators, and healthcare professionals to understand the potential risks of excessive screen usage and implement strategies to promote healthy development in children, including alternative activities that foster cognitive, linguistic, and social-emotional skills.

The authors have declared that no competing interests exist.