THE IMPACT OF EARLY CHILDHOOD SCREEN EXPOSURE ON COGNITIVE DEVELOPMENT, ATTENTION SPAN, AND EMOTIONAL WELL-BEING OF CHILDREN

Abstract

The exposure of young children to digital screens (smartphones, tablets, television and interactive learning platforms) has become widespread within households and educational institutions globally. Digital tools offer educational opportunities, but concerns have increasingly been raised about their potential impact on cognitive development, attention regulation, and emotional well-being during critical developmental stages. There is growing quantitative evidence, but little is known about the lived experiences and interpretations of parents, carers and educators concerning the impact of early screen exposure on children’s developmental trajectories, particularly in relation to behavioural and emotional outcomes. This qualitative study aimed to explore perceptions, experiences and contextual understandings of early childhood screen exposure and its perceived impact on cognitive functioning, attention span and emotional well-being. A qualitative research design was used through semi-structured interviews and focus group discussions with parents, carers and early childhood educators. Data were analysed using thematic analysis to identify recurrent patterns and interpretive meanings across participant narratives. Ethical considerations were strictly adhered to including informed consent, confidentiality and child-sensitive research protocols. Findings identified four interrelated themes: (a) developing patterns of screen dependency in early childhood, (b) perceived decline in sustained attention and cognitive engagement, (c) emotional regulation difficulties related to excessive screen exposure, and (d) changing parenting and educational practices in regulating digital media consumption. Participants also pointed out tensions between the educational benefits and developmental risks of screen engagement, and noted inconsistent guidance and lack of structured digital parenting strategies. The study concludes that early exposure to screens in childhood is a complex socio-digital phenomenon that influences the cognitive, emotional and behavioural development of children, demanding balanced and context-sensitive approaches. The findings have important implications for paediatric nursing practice, early childhood education, and public health policy, particularly in the development of evidence-based guidelines for healthy digital exposure and carer support frameworks.