The effect of increased screen time on early childhood development and its association to increased dysfunction in educational systems: A scoping review.

Abstract

Although non-compliance with screen time guidelines is widespread globally, developmental outcomes are not uniformly adverse. Instead, they depend on content quality, use context, and child-specific factors. This thesis explores these contingencies through a systematic evidence synthesis and their implications for South African early childhood policy and practice. A scoping review of peer-reviewed articles was conducted, and the results were analysed using a thematic synthesis. Eight databases were searched between March and May 2025, including Google Scholar, PubMed, EBSCO, JSTOR, Wiley Online Library, ScienceDirect, SAGE Journals, and SpringerLink. In total, 3778 records were retrieved, of which 94 studies met the inclusion criteria and were included in the final synthesis. Findings highlight a 'context paradox': all infants and 57.5% of preschoolers exceeded screen time guidelines, yet outcomes were shaped more by content and co-viewing than by duration alone. Passive, entertainment-driven screen use was associated with adverse effects, while moderate (30–60 minutes daily) educational content with active co-viewing provided protective benefits. Social-emotional development emerged as the most sensitive domain, with executive function mediating 54% of screen time’s total effect on behavioural difficulties. The first three years were identified as a critical period of vulnerability. However, protective factors (moderate duration, educational content, and active co-viewing) can buffer against harm, making adverse outcomes contingent rather than inevitable. Though South African research remains limited, culturally grounded co-viewing practices offer practical insights for resource-constrained settings. To translate global evidence into local action, early childhood policies must reflect the realities of South African families and be informed by locally grounded research. This thesis supports screen optimisation rather than elimination and outlines key protective factors for screen viewing in early childhood. Integrating these into national curricula, supported by longitudinal research, may bridge the evidence-to-practice gap and support healthier, context-sensitive screen use in early childhood.