Parental Technology Use in a Child’s Presence and Health and Development in the Early Years - A Systematic Review and Meta-Analysis
In today’s digital world, it’s easy to forget just how much our screen habits affect the little eyes watching us. A new study shows that when parents frequently use technology around their young children, it can impact the child’s cognitive development, emotional well-being, attachment, and even increase their own screen time. While the effects may be subtle, they’re real—and over time, they can shape a child’s health and development in meaningful ways.
So: Put your phone away when your child is around!
If you find it hard to put your phone down, you’re not alone—and it might even point to patterns of phone addiction. In consultation, we can explore this and your education together with care and honesty, helping you create a more present, connected environment for your child and yourself.
Abstract from the research article
Question
What is the association between parental technology use in a child’s presence and motor development, cognitive development, psychosocial health, physical activity, screen time, and sleep in children younger than 5 years?
Findings
This systematic review and meta-analysis found that parental technology use in their child’s presence was significantly associated with poorer cognition and prosocial behavior, lower attachment, higher levels of internalizing and externalizing problems, and higher levels of screen time.
Meaning
This phenomenon may negatively affect young children’s health and development, highlighting the need for more longitudinal and experimental studies targeting this modifiable factor.
Conclusions and Relevance
Parents’ use of technology in their child’s presence was negatively associated with cognitive and psychosocial outcomes and screen time among young children, although the effect sizes were small. Further research focusing on potential impacts on physical activity, sleep, and motor skills is needed. Understanding these associations is crucial for informing research and guidelines aimed at minimizing the potential negative effects of this phenomenon on early childhood development.