Screen Use, Child Development and Family Involvement in Children Aged 2–7 Years: A Systematic Review

Abstract

INTRODUCTION: This study aimed to explore the effects of screen time on the development of children and the mediating role of families, following the PRISMA method. METHODS: Searches were conducted in Web of Science, Scopus and ERIC databases between 2020 and 2025. Eighteen articles met inclusion criteria: participants aged 2-7 years; specified screen time duration; reported associations with child development; and examination of family-related factors. RESULTS: Nearly 62% of studies reported screen use exceeding recommended limits. Socio-emotional development was the most frequently examined domain, followed by cognitive, language and motor/physical domains. Excessive screen time was associated with poorer attention and working memory, hyperactivity and impulsivity symptoms, language comprehension and production deficits, emotional regulation difficulties and reduced family interactions. Parental modelling, supervision, joint viewing, educational content use and shared reading emerged as moderating factors. DISCUSSION: Overall, children's digital device use was influenced by family practices and educational use.