Children and screens: how to balance use for healthy cognitive development

Abstract

Screen use in childhood has raised growing concerns due to its impact on cognitive development. This arti- cle reviews studies showing that excessive exposure to electronic devices –especially in children under six– is linked to difficulties in attention, memory, language, and executive functions. Passive content, such as background television, is more harmful than educational or interactive media, and adult supervision can help mitigate these effects. Factors like family environment, socioeconom- ic status, and individual child characteristics influence the degree of impact. Children from urban areas, boys, and those with limited social interaction are more vul- nerable. However, moderate and structured screen use, with appropriate content and parental involvement, may support language and cognitive skills. Neurobiological studies suggest that prolonged exposure affects brain connectivity, although these effects tend to be subtle and cumulative. Recommendations include limiting screen time to less than one hour per day for preschool-aged children, prioritizing educational content, and encourag- ing offline activities such as collaborative play or reading. 

In conclusion, excessive and unsupervised screen use is associated with poorer cognitive outcomes, while regulat- ed and contextualized use can support healthy learning and development.