Perspectives on preschooler screen time and global development

Référence

*Binet MA, Couture M, *Almeida ML, Bégin M, Fitzpatrick C. (2024). Perspectives on preschooler screen time and global development. Dans G Frizzo (dir.), Digital media and Early Child Development: Theoretical and Empirical issues. Springer, États-Unis d'Amérique.

Résumé

Preschoolers spend most of their sedentary time interacting with screens. Studies on developmental consequences of screen time have focused on isolated domains (e.g., language), although previous work suggests that screen time may impact child development globally. This chapter aims to provide a portrait of the overall impacts of screen use on children including a contextualized discussion of the practical significance of observed effect sizes. We also present mechanisms through which screen time is likely to influence development: (1) social learning, (2) overstimulation, and (3) time displacement. We also highlight how the developmental consequences of media use may differ based on individual and family characteristics. Finally, in order to inform harm reduction and positive media use strategies, we describe how media content and context of use are crucial to our understanding of the effects of media use on young children. We conclude with practical recommendations for research and practice.