Screen Time and Children’s Social-Emotional Development: A Systematic Literature Review of Psychological Evidence

Abstract

Screen time has become an integral part of children’s daily lives, raising concerns about its implications for social-emotional development. This systematic literature review aims to synthesize psychological evidence published between 2019 and 2024 regarding the relationship between children’s screen time and social-emotional development. Relevant studies were identified and analyzed based on their discussion of emotional regulation, behavioral adjustment, social competence, executive functioning, psychological well-being, and related developmental outcomes. The reviewed evidence indicates that excessive and poorly regulated screen exposure is generally associated with less favorable social-emotional outcomes, including increased internalizing and externalizing behaviors, difficulties in emotional regulation, reduced executive functioning, sleep-related problems, and lower social competence. However, the findings also demonstrate that screen time is not inherently detrimental because its effects vary according to duration, content, purpose, developmental stage, family environment, and parental mediation. Educational content, interactive activities, co-use with caregivers, and appropriate parental guidance may reduce potential risks and facilitate positive developmental experiences. The review concludes that children’s screen use should be understood through a multidimensional psychological perspective rather than solely through the number of hours spent using digital devices. A balanced approach combining reasonable screen boundaries, parental mediation, meaningful interpersonal interaction, physical activity, adequate sleep, and developmentally appropriate digital content is therefore recommended to support healthy social-emotional development.