Exposure to screens during early childhood: implications for children's neurodevelopment

Abstract

This study looks at the effects of excessive exposure to screens during early childhood and its implications for children's neurodevelopment. The digital revolution has introduced electronic devices into families' daily lives, bringing children into early contact with digital media. Early childhood, a period marked by intense neuroplasticity, depends heavily on sensory, social and motor interactions for healthy brain development. The COVID-19 pandemic has intensified children's exposure to screens, exceeding the recommendations of the American Academy of Pediatrics. The literature shows that excessive screen use is associated with deficits in cognitive development, delays in expressive language, impairments in executive function and structural changes in the white matter of the brain. Piaget's theories of neuroplasticity and sensory integration provide a theoretical basis for understanding how the use of screens can interfere with the active construction of children's knowledge. A narrative review of the literature, based on DeCS descriptors and the selection of relevant studies, showed that screen time replaces fundamental interactions for child development. Longitudinal and neuroimaging studies show alterations in the brains of children with high digital media use. It is concluded that the use of screens must be controlled and mediated by adults, especially in the first five years of life, to preserve the child's neurological health and overall development. The integrated action of health professionals, educators and families is essential for the effective application of these recommendations.