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Screen time exposure and executive functions in preschool children
Nemanja Lakicevic1,2, Marko Manojlovic3, Elena Chichinina4
1Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia. lakinem89@gmail.com.
Scientific Reports
|January 13, 2025
Summary
Excessive screen time (ST) in preschoolers may negatively impact cognitive functions like verbal working memory. Limiting daily ST to one hour of quality content is recommended for healthy executive function development.
Area of Science:
- Child Psychology
- Neurodevelopment
- Cognitive Science
Background:
- Global concern over increasing screen time (ST) in preschoolers.
- Potential negative impact of excessive ST on cognitive development.
- Limited research on ST and executive functions (EFs) in this age group.
Purpose of the Study:
- Investigate the relationship between ST and EFs in preschool children.
- Examine correlations between active/passive ST and specific EFs.
- Provide evidence-based recommendations for managing ST.
Main Methods:
- 1016 preschool children (5-6 years) participated.
- Assessed cognitive flexibility, working memory, and inhibition using NEPSY-II and DCCT.
- Screen time data collected via maternal questionnaires.
Main Results:
- A weak negative correlation found between verbal working memory and ST.
- Very weak negative correlations observed between cognitive flexibility, inhibition, and ST.
- Boys engaged in more active ST than girls.
Conclusions:
- Excessive ST may impair EFs in preschoolers.
- Recommend limiting daily ST to ≤1 hour of high-quality content.
- Promote physical activity and cognitive training to enhance EFs.
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