Dissertation Title: Impacts of Screen Time on Early Childhood Language Skills Development: A Systematic Review
Research Methodology: Systematic literature review
Research Design: Systematic review with quantitative synthesis (including Chi-square analysis) and qualitative interpretation
Abstract
Background: Screen time exposure has increased markedly in modern households, with children interacting with digital devices from infancy. Concerns continue to grow regarding how prolonged screen use may shape early developmental outcomes, particularly speech and language acquisition. Despite extensive debate, research findings remain inconsistent, prompting the need for evidence synthesis focused on early childhood.
Aim: This systematic review aimed to examine the effects of screen time on early language skill development in children aged 0–6 years.
Methods: Fifteen studies met the inclusion criteria for this review. Data extracted from these studies were synthesised, and a Chi-square analysis was conducted to evaluate the association between screen time and language development outcomes. Both negative and positive developmental indicators were considered across different study designs and populations.
Results: The Chi-square analysis indicated that the overall relationship between screen time and language development was not statistically significant. Findings showed considerable variability among children: some experienced negative impacts, others showed no measurable change, while a subset demonstrated positive language outcomes associated with specific types of screen engagement. The inconsistency across studies suggests that the effects of screen time are moderated by factors such as content type, caregiver co-viewing, interaction quality, and duration of exposure.
Conclusion: This review concludes that prolonged, unstructured screen time may present risks for some children, but outcomes are highly context-dependent. To support healthy language development, the evidence suggests limiting screen time to no more than two hours daily for children aged 0–6 years and encouraging active co-viewing with caregivers. These practices may help mitigate potential adverse effects while promoting meaningful learning interactions during screen use.
Keywords: screen time, language skills, children, early childhood