Impact of Screen Time on Cognitive Development in Preschool-Aged Children: A Longitudinal Study

Abstract

Background: In an era marked by widespread digital device use, the impact of screen time on the cognitive development of preschool-aged children has become a matter of increasing concern. This longitudinal study aims to investigate the nuanced relationship between screen time exposure and cognitive development over two years. Objective: The study's primary objective is to shed light on the impact of screen time on cognitive development in preschool-aged children, offering a comprehensive understanding of this relationship over time. Methods: A sample of 500 preschool-aged children (3-5 years) will be longitudinally studied over three
time points: baseline, 12 months, and 24 months. Ethical considerations include obtaining informed consent, and data will be collected through parental interviews, standardized cognitive assessments, and screen time tracking devices. Statistical analyses involve descriptive statistics, linear regression models, and growth curve modeling. Results: Descriptive statistics revealed a diverse participant pool with a mean age of 4.2 years. Linear regression models demonstrated negative associations between screen time and cognitive
development at baseline, with a diminishing impact over time. Growth curve modeling revealed negative slopes for cognitive outcomes, suggesting a decline with increasing screen time. Conclusion: This research underscores the need for nuanced and context-specific screen time guidelines for preschool-aged children. As technology evolves, guidelines should adapt to ensure a balanced approach to screen time in early childhood.