Impact of Screen Time on Language Development and Vocabulary Acquisition in Early Childhood: A Systematic Review
Notice bibliographique
Résumé
Language development in the first few years of life is critical for later academic and social success. With the increasing use of digital devices among preschoolers, there have been concerns about the potential impact of screen time on language outcomes. Existing research presents mixed findings, making it necessary to synthesize current evidence. This systematic review aimed to examine and synthesize empirical evidence on the relationship between screen time and language development in early childhood, with emphasis on factors such as device type, content quality, socioeconomic status, and parent-child interaction. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a comprehensive search was conducted in the Cochrane Library, PubMed, Medical Literature Analysis and Retrieval System Online (MEDLINE), EBSCO Open Dissertations, ScienceDirect, and Clinicaltrials.gov for studies published between January 1, 2020, and February 17, 2025. Our inclusion criteria required studies published in the English language, assessed screen time exposure, and measured language outcomes in typically developing preschoolers. Data were extracted using a standardized form. The risk of bias was assessed using the Cochrane Risk of Bias 2 (RoB 2), the Risk Of Bias In Non-Randomized Studies of Interventions (ROBINS-I), and the Joanna Briggs Institute (JBI) Critical Appraisal tools. The overall certainty of the evidence was evaluated using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) framework. A total of eight studies met the inclusion criteria, mostly consisting of cross-sectional studies that involved diverse patient populations with sample sizes ranging from 83 to 4,907 participants. The participants were primarily children aged three to six years and/or their parents. These studies mainly focused on measuring the duration of screen time, which averaged between approximately 1.39 and 2.65 hours per day. One study analyzed 44 mobile applications for their learning goals and educational potential. The most commonly reported outcomes were related to language development and vocabulary acquisition, which were assessed through parental surveys and developmental scales. Synthesized evidence suggests that high levels of unsupervised or passive screen time are often linked to weaker language development outcomes in preschoolers. However, screen use that is interactive, educational, and involves caregiver participation appears to mitigate these potential effects. The overall certainty of this evidence, however, remains limited. Future research should prioritize consistent measurement approaches and explore long-term impacts.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,047 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,010 | 0,011 |
| Bibliométrie | 0,008 | 0,008 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».