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Screens and Child Cognitive Development: What Science Says

 

It’s striking how a screen can completely capture our children’s attention—and how tempting it is to offer it in those critical moments when we need a break, a space for ourselves. In recent years, there’s been much discussion about the impact of screens on childhood, both in the media and in everyday conversations. But beyond opinions or trends, I wanted to contrast what scientific research actually says.

That’s why I reviewed the latest scientific literature on screen use and its relationship with child cognitive development. Below, I share the most significant findings so that everyone can draw their own conclusions.

 

1. Association Between Screen Time and Genetic Risks for Neurodevelopmental Disorders

A longitudinal study analyzed the behavior of children between 24 and 40 months with a genetic predisposition to autism spectrum disorders (ASD) and ADHD. The results showed that these children tended to spend more time in front of screens. Although no causal relationship was established, the study suggests that prolonged use could be an early sign of these disorders, opening the door to earlier detection and preventive interventions.

📌 Source: ScienceDirect

 

2. Screen Time and Behavioral Development in Preschool Age

In a study involving 1,994 children aged 36 months, researchers observed that those who spent more than two hours a day in front of screens showed more behavioral problems, delays in developmental milestones, and a more limited vocabulary. In contrast, children with less than one hour a day showed better outcomes in these areas. This study reinforces the importance of limiting screen exposure in the early years of life.

📌 Source: PubMed

 

3. Implications for Cognitive Development in Early Childhood

A study focused on 18-month-old children found a negative association between screen time and cognitive development. The greater the exposure, the lower the performance in areas such as working memory, sustained attention, and cognitive flexibility. The research highlights the need to prioritize interactive and in-person activities during this critical stage of brain development.

📌 Source: PubMed

 

4. Screens and Inhibitory Control in Preadolescence

A follow-up study involving more than 8,000 children aged 9 to 11 identified that daily screen use was associated with weaker connectivity in brain regions responsible for inhibitory control. This could translate into difficulties with self-regulation, decision-making, and emotional control in later stages.

📌 Source: PubMed Central

 

5. Socioemotional Competence and Shared Reading as a Protective Factor

Research revealed that greater screen exposure in childhood was associated with alterations in brain networks linked to emotional processing and cognitive control. However, shared reading between parents and children acted as a protective factor, mitigating the negative effects. This finding underscores the value of emotional interactions and bonding in healthy development.

📌 Source: PubMed Central

 

🎯 Reflexión final

Screens are part of our daily lives, and it’s not about eliminating them entirely. But it is about understanding how they affect our children’s cognitive development and how we can use them consciously, in a balanced way, and adapted to each stage. Neuroeducation reminds us that the child’s brain needs interaction, bonding, play, and presence to grow to its full potential.

 

📚 References