The impacts of screen media exposure on sleep, physical health, and language development in children aged 0-11: A narrative review
Poster #: 039
Session/Time: B
Author:
Naomi Thi Matsuno, BS
Mentor:
Sonia Khurana PT, PhD
Research Type: Review Article
Abstract
INTRODUCTION:
Screens have pervaded daily life for all age groups, including children. The years from birth to age 11 represent a critical period of development, making it important to examine how screen time affects growth in multiple domains. While multiple studies evaluate the quantity of screen time on various aspects of development, there is limited cumulative evidence on the comparative impact of quality vs quantity of screen time on sleep, physical health and language development.
MAIN BODY:
The primary objective of this narrative review is to synthesize the evidence regarding the impact of the quality vs quantity screen time on the sleep, physical health, and language development of children aged 0-11. A secondary objective is to explore the role of factors such as context, supervision, and content quality in supporting or impeding development. To accomplish these, a comprehensive search of PubMed and Google Scholar was conducted from January 2010 to June 2025. Search terms included "screen time," "screen media," "quality vs quantity of screen time," "sleep," "physical health," and "language development." Studies were included if participants were 0-11 years old and if different forms of screen media (e.g., TV, tablets) were examined. Exclusions were systematic reviews, commentaries, editorials, studies focused solely on screen time quantity, and those involving children with neurodevelopmental disorders. Nine studies satisfied the defined inclusion and exclusion criteria: longitudinal cohort (n=1), longitudinal observational (n =2), cross-sectional observational (n=5), and prospective cohort (n=1) which were conducted in Australia, China, Hong Kong, Japan, Korea, Russia, Saudi Arabia, and the United States. Evidence on sleep came from two studies of children aged 1-9 years, which found that greater daily exposure to screens was linked to longer bedtime delays. The type of content moderated this association: educational or calming programming had more favorable effects on sleep compared to entertainment-focused media. Three studies of children aged 9-11 years investigated physical health and reported that longer screen time was associated with higher body mass index (BMI) (p = 0.038). Children who primarily engaged with entertainment content exhibited the largest BMI increases. Four studies addressed language development in children aged 1-7 years. Passive screen use, such as watching television, was linked to poorer outcomes in receptive language and science knowledge. In contrast, active screen use, co-viewing with caregivers, and exposure to educational content showed positive associations with receptive language and science knowledge.
CONCLUSION:
This review suggests a positive association between screen time and adverse outcomes in children's development including disrupted sleep, elevated BMI, and language difficulties. Entertainment-oriented or passive screen use appears to increase the risk of poor sleep and language outcomes. In contrast, active engagement, co-viewing, and educational content are linked to improved language skills and science knowledge. These findings highlight the need to consider both the type and context of screen use when evaluating its effects on child development.
Screens have pervaded daily life for all age groups, including children. The years from birth to age 11 represent a critical period of development, making it important to examine how screen time affects growth in multiple domains. While multiple studies evaluate the quantity of screen time on various aspects of development, there is limited cumulative evidence on the comparative impact of quality vs quantity of screen time on sleep, physical health and language development.
MAIN BODY:
The primary objective of this narrative review is to synthesize the evidence regarding the impact of the quality vs quantity screen time on the sleep, physical health, and language development of children aged 0-11. A secondary objective is to explore the role of factors such as context, supervision, and content quality in supporting or impeding development. To accomplish these, a comprehensive search of PubMed and Google Scholar was conducted from January 2010 to June 2025. Search terms included "screen time," "screen media," "quality vs quantity of screen time," "sleep," "physical health," and "language development." Studies were included if participants were 0-11 years old and if different forms of screen media (e.g., TV, tablets) were examined. Exclusions were systematic reviews, commentaries, editorials, studies focused solely on screen time quantity, and those involving children with neurodevelopmental disorders. Nine studies satisfied the defined inclusion and exclusion criteria: longitudinal cohort (n=1), longitudinal observational (n =2), cross-sectional observational (n=5), and prospective cohort (n=1) which were conducted in Australia, China, Hong Kong, Japan, Korea, Russia, Saudi Arabia, and the United States. Evidence on sleep came from two studies of children aged 1-9 years, which found that greater daily exposure to screens was linked to longer bedtime delays. The type of content moderated this association: educational or calming programming had more favorable effects on sleep compared to entertainment-focused media. Three studies of children aged 9-11 years investigated physical health and reported that longer screen time was associated with higher body mass index (BMI) (p = 0.038). Children who primarily engaged with entertainment content exhibited the largest BMI increases. Four studies addressed language development in children aged 1-7 years. Passive screen use, such as watching television, was linked to poorer outcomes in receptive language and science knowledge. In contrast, active screen use, co-viewing with caregivers, and exposure to educational content showed positive associations with receptive language and science knowledge.
CONCLUSION:
This review suggests a positive association between screen time and adverse outcomes in children's development including disrupted sleep, elevated BMI, and language difficulties. Entertainment-oriented or passive screen use appears to increase the risk of poor sleep and language outcomes. In contrast, active engagement, co-viewing, and educational content are linked to improved language skills and science knowledge. These findings highlight the need to consider both the type and context of screen use when evaluating its effects on child development.