Screen time in childhood and it’s implications for physical and mental health: Integrative review
DOI:
https://doi.org/10.33448/rsd-v13i7.46333Keywords:
Screen time; Mental health; Child development; Science, technology and society; Teaching.Abstract
Introduction: The internet has made technology ubiquitous. Children have increasing access to screens, which can affect their physical, mental, and emotional development. Excessive screen time is associated with sedentary behavior, sleep disorders, and digital dependence. This study aims to identify and critically evaluate publications and scientific evidence related to screen time in childhood and its implications for the individual's physical and mental health. Methodology: This is an integrative literature review, guided by the question: “What are the implications of screen time in childhood for children's physical and mental health?”. Data were collected from PubMed, Scielo, and Sciencedirect using the descriptors: "screen time," "childhood," "mental health." Results: The impact of screen time on children's health was analyzed, gathering 20 articles from various countries. Disadvantages include cognitive delays, concentration and behavior problems, and excess weight. Advantages highlight language stimulation and improvement of behavioral symptoms with educational content. Parental mediation is crucial to minimize negative effects. Discussion: More than 45% of children exceed the screen time recommended by WHO, affecting vocabulary, social interaction, and sleep. However, cognition, language, and fine motor development can benefit from conscious use of technologies. Conclusion: Parental intervention is crucial in determining the impacts on development. Limiting screen time, caregiver attention, socio-educational activities, and social interaction are actions that indicate a beneficial balance. Future studies should clarify the remaining doubts.
References
Alroqui, H., Serratrice, L., & Cameron-Faulkner, T. (2022). The association between screen media quantity, content, and context and language development. Journal of Child Language, 50(5), 1–29. https://doi.org/10.1017/s0305000922000265.
American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5). https://doi.org/10.1542/peds.2016-2591
Anderson, D. R., & Subrahmanyam, K. (2017) Digital Screen Media and Cognitive Development. Pediatrics. 140(2), S57–61. https://pediatrics.aappublications.org/content/pediatrics/140/Supplement_2/S57.full.pdf.
Brzozowska, I., & Sikorska, I. (2016). Potential effects of screen media on cognitive development among children under 3 years old: review of literature. Developmental Period Medicine, 20(1), 75–81. https://pubmed.ncbi.nlm.nih.gov/27416629/.
Canuto, L. T., & Oliveira, A. A. S. de. (2020). Métodos De Revisão Bibliográfica Nos Estudos Científicos. Psicologia Em Revista, 26(1), 83–102. https://doi.org/10.5752/P.1678-9563.2020v26n1p82-100.
Dadson, P., Brown, T., & Stagnitti, K. (2020). Relationship between screen‐time and hand function, play and sensory processing in children without disabilities aged 4–7 years: A exploratory study. Australian Occupational Therapy Journal, 67(4), 297–308. https://doi.org/10.1111/1440-1630.12650.
Janssen, X., Martin, A., Hughes, A. R., Hill, C. M., Kotronoulas, G., & Hesketh, K. R. (2019). Associations of Screen Time, Sedentary Time and Physical Activity with Sleep in Under 5s: A Systematic Review and meta-analysis. Sleep Medicine Reviews, 49, 101226. https://doi.org/10.1016/j.smrv.2019.101226.
Jing, M., Ye, T., Kirkorian, H. L., & Mares, M.-L. (2023). Screen media exposure and young children’s vocabulary learning and development: A meta-analysis. Child Development, 94(5). https://doi.org/10.1111/cdev.13927.
Jones, A., Armstrong, B., Weaver, R. G., Parker, H., von Klinggraeff, L., & Beets, M. W. (2021). Identifying effective intervention strategies to reduce children’s screen time: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 18(1). https://doi.org/10.1186/s12966-021-01189-6.
Lin, L.-Y., Cherng, R.-J., & Chen, Y.-J. (2017). Effect of Touch Screen Tablet Use on Fine Motor Development of Young Children. Physical & Occupational Therapy in Pediatrics, 37(5), 457–467. https://doi.org/10.1080/01942638.2016.1255290.
Lin, L.-Y., Cherng, R.-J., Chen, Y.-J., Chen, Y.-J., & Yang, H.-M. (2015). Effects of television exposure on developmental skills among young children. Infant Behavior and Development, 38(38), 20–26. https://doi.org/10.1016/j.infbeh.2014.12.005.
Lin, Y.-C., Tsai, M.-C., Strong, C., Hsieh, Y.-P., Lin, C.-Y., & Lee, C. S. C. (2020). Exploring Mediation Roles of Child Screen-Viewing between Parental Factors and Child Overweight in Taiwan. International Journal of Environmental Research and Public Health, 17(6), 1878. https://doi.org/10.3390/ijerph17061878.
Lissak, G. (2018). Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study. Environmental Research, 164(1), 149–157. https://doi.org/10.1016/j.envres.2018.01.015.
Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between screen time and children’s performance on a developmental screening test. JAMA Pediatrics, 173(3), 244. https://doi.org/10.1001/jamapediatrics.2018.5056
Massaroni, V., Delle Donne, V., Marra, C., Arcangeli, V., & Chieffo, D. P. R. (2024). The Relationship between Language and Technology: How Screen Time Affects Language Development in Early Life—A Systematic Review. Brain Sciences, 14(1), 27. https://doi.org/10.3390/brainsci14010027.
Mattos, P.C. (2015). Tipos de Revisão de Literatura. Unesp. https://www.fca.unesp.br/Home/Biblioteca/tipos-de-evisao-de-literatura.pdf.
Narueporn Likhitweerawong, Nonglak Boonchooduang, Jiraporn Khorana, Phichayut Phinyo, Jayanton Patumanond, & Orawan Louthrenoo. (2024). Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers. PloS One, 19(4), e0298189–e0298189. https://doi.org/10.1371/journal.pone.0298189.
Nobre, J. N. P., Santos, J. N., Santos, L. R., Guedes, S. da C., Pereira, L., Costa, J. M., & Morais, R. L. de S. (2021). Fatores determinantes no tempo de tela de crianças na primeir4ca infância. Ciência & Saúde Coletiva, 26(3), 1127–1136. https://doi.org/10.1590/1413-81232021263.00602019.
Paiva, F. (2022, November 3). Crianças brasileiras passam quase 4 horas por dia com smartphone - Mobile Time. https://www.mobiletime.com.br/noticias/03/11/2022/criancas-brasileiras-passam-quase-4-horas-por-dia-com-smartphone
Radesky, J. S., Schumacher, J., & Zuckerman, B. (2014). Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. PEDIATRICS, 135(1), 1–3. https://doi.org/10.1542/peds.2014-2251
Rai, J., Predy, M., Wiebe, S. A., Rinaldi, C., Zheng, Y., & Carson, V. (2023). Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study. Pilot and Feasibility Studies, 9(1). https://doi.org/10.1186/s40814-023-01266-6.
Robidoux, H., Ellington, E., & Lauerer, J. (2019). Screen Time: The Impact of Digital Technology on Children and Strategies in Care. Journal of Psychosocial Nursing and Mental Health Services, 57(11), 15–20. https://doi.org/10.3928/02793695-20191016-0
Sacramento, J. T., Menezes, C. S. A. de, Brandão, M. D., Broilo, M. C., Vinholes, D. B., & Raimundo, F. V. (2023). Association between time of exposure to screens and food consumption of children aged 2 to 9 years during the COVID-19 pandemic. Revista Paulista de Pediatria, 41. https://doi.org/10.1590/1984-0462/2023/41/20212.
Sundqvist, A., Barr, R., Heimann, M., Ulrika Birberg Thornberg, & Koch, F. (2023). A longitudinal study of the relationship between children’s exposure to screen media and vocabulary development. Acta Paediatrica. https://doi.org/10.1111/apa.17047
Tu, K., Shen, C., Luo, Y., Mo, Y., Jian, L., Mei, X., Zhang, Q., Jin, L., & Qin, H. (2024). The relationships between screen exposure, parent-child interactions and com prehension in 8-month-old infants: The mediating role of shared viewing and parent-child conversation. PloS One, 19(1), e0296356. https://doi.org/10.1371/journal.pone.0296356.
Yamamoto, M., Mezawa, H., Sakurai, K., Mori, C., & Japan Environment and Children’s Study Group. (2023). Screen Time and Developmental Performance Among Children at 1-3 Years of Age in the Japan Environment and Children’s Study. JAMA Pediatrics, 177(11). https://doi.org/10.1001/jamapediatrics.2023.3643
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Bárbara Santos Chaves; Cássia Francisca Silva de Castro; Isadora Ferreira Souza de Azevedo; Ívina Lorena Gê Negreiros; Maria Gabrielle Correia Rêgo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
