Screen time and speech in young children
DOI:
https://doi.org/10.33910/2687-0223-2025-7-1-14-22Keywords:
children, speech development, screen time, dialogic reading, reading aloud, delayed speech development, cognitive functions, speech environment, child developmentAbstract
The article presents experimental data on the relationship between screen time and speech development in children aged three years. The study involved a speech therapy examination of children, an interview with parents and a questionnaire survey. The attitude in the family to reading books and watching cartoons was assessed, as was children’s and parents’ screen time. It was shown that the longer the child’s daily screen time, the higher the probability that the child does not have phrasal speech. The results obtained were analyzed in the context of the role of the family language environment in the child’s speech development. Apparently, at an early age, the negative impact of digital technologies on speech development exceeds their positive impact. Children who are immersed in digital entertainment at an early age show lower results in cognitive and speech development at school. At an early age, a child’s increased screen time leads to a decrease in motor activity and a decrease in the time of interaction between the child and parents, which negatively affects speech development. The most negative impact is related to watching TV, as it is a passive process. The article provides evidence from scholarly literature that dialogic reading of books with a child can become a unique tool that helps parents to accompany the child’s speech development and regulate their own and the child’s screen time. Reading books to a child is a unique experience of interaction and vocabulary expansion. Hyperscanning studies show the neural synchronization of a child’s brain with the mother’s brain during dialogic reading. Educational projects for parents are needed to help evaluate and master dialogic reading with young children.
References
ЛИТЕРАТУРА
Бычкова, Г. К. (2018) Проект «Радостное чтение» по приобщению детей к чтению и работе с книгой с раннего возраста. Запад-Россия-Восток, № 12, с. 188–191.
Вятлева, О. А. (2022) Замена книги экраном и ее последствия для обучения. Педагогика, т. 86, № 3, с. 55–62.
Герасименко, Ю. В. (2014) О роли чтения книг в речевом развитии детей раннего возраста. В кн.: Особый ребенок в поликультурном обществе. Ребенок в современном мире. Детство и массовая культура: материалы XXI Международной конференции. СПб.: Изд-во РГПУ им. А. И. Герцена, с. 323–325.
Ефимова, В. Л., Николаева, Е. И., Огородникова, Е. А. (2018) Анализ возможных причин нарушений в развитии связной речи у первоклассников с помощью айтрекинга. Психология образования в поликультурном пространстве, № 2 (42), с. 18–23. https://doi.org/10.24888/2073-8439-2018-42-2-18-23
Ефимова, В. Л., Николаев, И. В., Зартор, А. С. (2014) Использование постурографической оценки в процессе организации педагогической помощи детям с трудностями в обучении. Сенсорные системы, т. 28, № 3, с. 45–51.
Калабина, И. А., Никитина, Е. А., Николаева, Е. И. (2024) Исследование специфики действий ребенка дошкольного возраста с гаджетом и опосредование этого поведения родителями. Science for Education Today, т. 14, № 3, с. 7–23. https://doi.org/10.15293/2658-6762.2403.01
Лисина, М. И. (1986) Проблемы онтогенеза общения. М.: Педагогика, 144 c.
Никифорова, С. Н., Долженкова, К. Ю. (2018) Специфика детско-родительских отношений в семьях с детьми старшего дошкольного возраста с риском возникновения игровой компьютерной зависимости. В кн.: В. Л. Ситников (ред.). Семья и дети в современном мире. СПб.: Изд-во РГПУ им. А. И. Герцена, с. 87–91.
Тихомирова, О. Б. (2020) Педагогические условия формирования у детей раннего возраста интереса к книге. Научный альманах, № 7-1 (69), с. 91–93.
Хайлова, Е. Г. (2022) О чтении детям раннего возраста в цифровую эпоху. Дошкольное воспитание, № 11, с. 8–14.
Щелованов, Н. М., Аксарина, Н. М. (1955) Воспитание детей раннего возраста в детских учреждениях. М.: Медгиз, 330 c.
Capone Singleton, N. (2018) Late talkers: Why the Wait-and-See approach is outdated. Pediatric Clinics North America, vol. 65, no. 1, pp. 13–29. https://doi.org/10.1016/j.pcl.2017.08.018
Chita-Tegmark, M., Arunachalam, S., Nelson, C. A., Tager-Flusberg, H. (2015) Eye-tracking measurements of language processing: Developmental differences in children at high risk for ASD. Journal of Autism and Developmental Disorders, vol. 45, no. 10, pp. 3327–3338. https://doi.org/10.1007/s10803-015-2495-5
Daniels, D., Salley, B., Walker, C., Bridges, M. (2021) Parent book choices: How do parents select books to share with infants and toddlers with language impairment? Journal of Early Childhood Literacy, vol. 22, no. 2, pp. 279–307. https://doi.org/10.1177/1468798420985668
Korres, G., Kourklidou, M., Sideris, G. et al. (2024) Unsupervised screen exposure and poor language development: A scoping review to assess current evidence and suggest priorities for research. Cureus, vol. 16, no. 3, article e56483. https://doi.org/10.7759/cureus.56483
Nikolaeva, E. I., Kalabina, I. A., Progackaya, T. K., Ivanova, E. V. (2023) Ground rules for preschooler exposure to the digital environment: A review of studies. Psychology in Russia: State of the Art, vol. 16, no. 4, pp. 37–54. https://doi.org/10.11621/pir.2023.0403
Logan, J. A. R., Justice, L. M., Yumuş, M., Chaparro-Moreno, L. J. (2019) When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, vol. 40, no. 5, pp. 383–386. https://doi.org/10.1097/dbp.0000000000000657
Massaroni, V., Delle Donne, V., Marra, C. et al. (2023) The relationship between language and technology: How screen time affects language development in early life — a systematic review. Brain Sciences, vol. 14, no. 1, pp. 27. https://doi.org/10.3390/brainsci14010027
Nouraey, P., Ayatollahi, M. A., Moghadas, M. (2021) Late language emergence: A literature review. Sultan Qaboos University Medical Journal, vol. 21, no. 2, pp. e182–e190. https://doi.org/10.18295/squmj.2021.21.02.005
Piccolo, L. R., Batista Araujo, O. J., Hirata, G. et al. (2022) Supporting reading aloud beginning prenatally and in early infancy: A randomized trial in Brazil. Journal of Developmental & Behavioral Pediatrics, vol. 43, no. 9, pp. e590–e597. https://doi.org/10.1097/dbp.0000000000001118
Sajedi, F., Habibi, E., Hatamizadeh, N. et al. (2018) Early storybook reading and childhood development: A cross-sectional study in Iran. F1000Research, vol. 7, article 411. https://doi.org/10.12688/f1000research.14078.1
Shahaeian, A., Wang, C., Tucker-Drob, E. et al. (2018) Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, vol. 22, no. 6, pp. 485–502. https://doi.org/10.1080/10888438.2018.1482901
Sundqvist, A., Koch, F. S., Birberg Thornberg, U. et al. (2021) Growing up in a digital world-digital media and the association with the child’s language development at two years of age. Frontiers in Psychology, vol. 12, article 569920. https://doi.org/10.3389/fpsyg.2021.569920
Zivan, M., Gashri, C., Habuba, N., Horowitz-Kraus, T. (2022) Reduced mother-child brain-to-brain synchrony during joint storytelling interaction interrupted by a media usage. Child Neuropsychology, vol. 28, no. 7, pp. 918–937. https://doi.org/10.1080/09297049.2022.2034774
REFERENCES
Bychkova, G. K. (2018) Proekt “Radostnoe chtenie” po priobshcheniyu detej k chteniyu i rabote s knigoj s rannego vozrasta [Project “Joyful Reading” to introduce children to reading and working with books from an early age]. Zapad-Rossiya-Vostok — West-Russia-East, no. 12, pp. 188–191. (In Russian)
Capone Singleton, N. (2018) Late talkers: Why the Wait-and-See approach is outdated. Pediatric Clinics of North America, vol. 65, no. 1, pp. 13–29. https://doi.org/10.1016/j.pcl.2017.08.018 (In English)
Chita-Tegmark, M., Arunachalam, S., Nelson, C. A., Tager-Flusberg, H. (2015) Eye-tracking measurements of language processing: Developmental differences in children at high risk for ASD. Journal of Autism and Developmental Disorders, vol. 45, no. 10, pp. 3327–3338. https://doi.org/10.1007/s10803-015-2495-5 (In English)
Daniels, D., Salley, B., Walker, C., Bridges, M. (2021) Parent book choices: How do parents select books to share with infants and toddlers with language impairment? Journal of Early Childhood Literacy, vol. 22, no. 2, pp. 279–307. https://doi.org/10.1177/1468798420985668 (In English)
Efimova, V. L., Nikolaev, I. V., Zartor, A. S. (2014) Ispol’zovanie posturograficheskoj otsenki v protsesse organizatsii pedagogicheskoj pomoshchi detyam s trudnostyami v obuchenii [The use of posturographic assessment in organization of pedagogical help for children with learning disabilities]. Sensornye sistemy — Sensory Systems, vol. 28, no. 3, pp. 45–51. (In Russian)
Efimova, V. L., Nikolaeva, E. I., Ogorodnikova, E. A. (2018) Analiz vozmozhnykh prichin narushenij v razvitii svyaznoj rechi u pervoklassnikov s pomoshch’yu ajtrekinga [The analysis of possible reasons of disorders of coherent speech development in first-year schoolchildren with the help of eye tracking] Psikhologiya obrazovaniya v polikul’turnom prostranstve — Psychology of Education in Multicultural Space, no. 2 (42), pp. 18–23. https://doi.org/10.24888/2073-8439-2018-42-2-18-23 (In Russian)
Gerasimenko, Yu. V. (2014) O roli chteniya knig v rechevom razvitii detej rannego vozrasta [On the role of reading books in the speech development of young children]. In: Osobyj rebenok v polikul’turnom obshchestve. Rebenok v sovremennom mire. Detstvo i massovaya kul’tura: materialy XXI Mezhdunarodnoj konferentsii [A special child in a multicultural society. A child in the modern world. Childhood and mass culture: Proceedings of the XXI International Conference]. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., pp. 323–325. (In Russian)
Kalabina, I. A., Nikitina, E. A., Nikolaeva, E. I. (2024) Issledovanie spetsifiki dejstvij rebenka doshkol’nogo vozrasta s gadzhetom i oposredovanie etogo povedeniya roditelyami [Peculiarities of preschool children’s usage of digital gadgets determined by adults]. Science for Education Today, vol. 14, no. 3, pp. 7–23. https://doi.org/10.15293/2658-6762.2403.01 (In Russian)
Khajlova, E. G. (2022) O chtenii detyam rannego vozrasta v tsifrovuyu epokhu [On reading to young children in the digital age]. Doshkol’noe vospitanie — Preschool Education, no. 11, pp. 8–14. (In Russian)
Korres, G., Kourklidou, M., Sideris, G. et al. (2024) Unsupervised screen exposure and poor language development: A scoping review to assess current evidence and suggest priorities for research. Cureus, vol. 16, no. 3, article e56483. https://doi.org/10.7759/cureus.56483 (In English)
Lisina, M. I. (1986) Problemy ontogeneza obshcheniya [Problems of the ontogeny of communication]. Moscow: Pedagogika Publ., 144 p. (In Russian)
Logan, J. A. R., Justice, L. M., Yumuş, M., Chaparro-Moreno, L. J. (2019) When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, vol. 40, no. 5, pp. 383–386. https://doi.org/10.1097/dbp.0000000000000657 (In English)
Massaroni, V., Delle Donne, V., Marra, C. et al. (2023) The relationship between language and technology: How screen time affects language development in early life — a systematic review. Brain Sciences, vol. 14, no. 1, pp. 27. https://doi.org/10.3390/brainsci14010027 (In English)
Nikiforova, S. N., Dolzhenkova, K. Yu. (2018) Spetsifika detsko-roditel’skikh otnoshenij v sem’yakh s det’mi starshego doshkol’nogo vozrasta s riskom vozniknoveniya igrovoj komp’yuternoj zavisimosti [Specifics of parent-child relationships in families with children of older preschool age with the risk of developing computer game addiction]. In: V. L. Sitnikov (ed.). Sem’ya i deti v sovremennom mire [Family and children in the modern world]. Saint Petersburg: Herzen State Pedagogical University of Russia Publ., pp. 87–91. (In Russian)
Nikolaeva, E. I., Kalabina, I. A., Progackaya, T. K., Ivanova, E. V. (2023) Ground rules for preschooler exposure to the digital environment: A review of studies. Psychology in Russia: State of the Art, vol. 16, no. 4, pp. 37–54. https://doi.org/10.11621/pir.2023.0403 (in English)
Nouraey, P., Ayatollahi, M. A., Moghadas. M. (2021) Late language emergence: A literature review. Sultan Qaboos University Medical Journal, vol. 21, no. 2, pp. e182–e190. https://doi.org/10.18295/squmj.2021.21.02.005 (In English)
Piccolo, L. R., Batista Araujo, O. J, Hirata, G. et al. (2022) Supporting reading aloud beginning prenatally and in early infancy: A randomized trial in Brazil. Jouranl of Developmental & Behavioral Pediatrics, vol. 43, no. 9, pp. e590– e597. https://doi.org/10.1097/dbp.0000000000001118 (In English)
Sajedi, F., Habibi, E., Hatamizadeh, N. et al. (2018) Early storybook reading and childhood development: A cross-sectional study in Iran. F1000Research, vol. 7, article 411. https://doi.org/10.12688/f1000research.14078.1 (In English)
Shahaeian, A., Wang, C., Tucker-Drob, E. et al. (2018) Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, vol. 22, no. 6, pp. 485–502. https://doi.org/10.1080/10888438.2018.1482901 (In English)
Shchelovanov, N. M., Aksarina, N. M. (1955) Vospitanie detej rannego vozrasta v detskikh uchrezhdeniyakh [Early childhood education in children’s institutions]. Moscow: Medgiz Publ., 330 p. (In Russian)
Sundqvist, A., Koch, F. S., Birberg Thornberg, U. et al. (2021) Growing up in a digital world-digital media and the association with the child’s language development at two years of age. Frontiers in Psychology, vol. 12, article 569920. https://doi.org/10.3389/fpsyg.2021.569920 (In English)
Tikhomirova, O. B. (2020) Pedagogicheskie usloviya formirovaniya u detej rannego vozrasta interesa k knige [Pedagogical conditions for the formation of early children’s interest in the book]. Nauchnyj al’manakh — Science Almanac, no. 7-1 (69), pp. 91–93. (In Russian)
Vyatleva, O. A. (2022) Zamena knigi ekranom i ee posledstviya dlya obucheniya [Replacing a book with a screen and its implications for learning] Pedagogika, vol. 86, no. 3, pp. 55–62. (In Russian)
Zivan, M., Gashri, C., Habuba, N., Horowitz-Kraus, T. (2022) Reduced mother-child brain-to-brain synchrony during joint storytelling interaction interrupted by a media usage. Child Neuropsychology, vol. 28, no. 7, pp. 918–937. https://doi.org/10.1080/09297049.2022.2034774 (In English)
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Alina O. Mustafaeva, Natalja O. Nikolaeva, Victoria L. Efimova
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
