Relationship between Screen Time and Children’s Language Development: A Systematic Literature Review

Abstract

This study analyzes the complicated relationship between children' screen time and language development, to identify patterns and implications in the results of existing research. The definition of "screen time" includes both active and passive use of digital gadgets. There are worries about possible detrimental effects on children’s language development, with a focus on the decreased frequency of contact with others that are caused by excessive use of devices. The important role of the social context for the development of speech is highlighted, recognizing the growing influence of technology in both active and passive forms. A systematic review methodology is used, following protocols tailored for educational research, to synthesize findings from various studies. Diverse points of view on screen time and language development are offered by some previous researchers. The findings revealed several themes, such as the close relationship between excessive screen time and language delays, the consequences of different screen durations, and the complex ways in which smart screens affect phonological memory. In order to balance screen time and support children's healthy language development, the conclusion emphasizes the need for more research on screen content and calls for future studies on intervention techniques and educational initiatives. These findings will be helpful to educators, parents and policymakers.