Screen time and speech: Study explores how digital media impacts young children’s language development

A systematic review offers new insights into screen time’s influence on early language acquisition and guidance for educators navigating digital media use in early learning settings.

A growing body of research has examined the effects of screen time on young children’s development. Now, a recent systematic review published in the medical journal Cureus consolidates evidence on how screen exposure influences one of the most critical aspects of early learning: language development.

The review, titled Impact of Screen Time on Language Development and Vocabulary Acquisition in Early Childhood, assessed 25 peer-reviewed studies published between 2013 and 2023. It found consistent evidence linking excessive or unstructured screen use to delays in both expressive and receptive language skills in children under five years of age.

Importantly for early childhood education and care (ECEC) professionals, the study identifies the importance of context and content when evaluating screen use, factors that can either compound risk or support learning outcomes.

One of the key distinctions drawn in the review is between passive and interactive screen engagement. Passive use, such as watching videos without interaction or adult support, was more frequently associated with negative language outcomes. In contrast, high-quality content paired with adult scaffolding, such as co-viewing or guided discussion, showed neutral or even positive effects on language development.

The researchers noted that “the mere presence of screen time” is not inherently detrimental. Instead, how and when digital media is used appears to be crucial. Children who engaged in joint media activities with educators or caregivers were more likely to experience positive vocabulary growth and language acquisition.

This finding aligns with existing guidance from the Australian 24-Hour Movement Guidelines and the National Quality Framework (NQF), both of which encourage developmentally appropriate use of digital technology and stress the value of adult-child interaction.

As digital technologies become more embedded in early learning settings, the findings offer timely guidance for educators, centre managers and approved providers. With an increasing array of educational apps, touchscreen devices, and digital portfolios in use across the sector, questions of how and how much screen time is appropriate are more relevant than ever.

ECEC services can draw on several evidence-informed practices from the review:

• Prioritise quality content: Select digital media that is age-appropriate, educational and designed to promote vocabulary and interaction.
• Encourage co-use: Support children’s screen engagement through joint viewing, discussion and follow-up activities that extend learning.
• Limit passive exposure: Minimise unsupervised or prolonged screen time, especially in children aged under three, who are most at risk of language delay.
• Tailor approaches: Be responsive to individual children’s developmental needs, particularly those with speech, language or communication challenges.

While the review reinforces long-standing concerns about excessive screen use in early childhood, it also acknowledges the potential benefits of intentional, guided media use. Educational apps and multimedia resources, when embedded within high-quality programs, can complement other modes of learning.

This calls for nuanced decision-making by educators, who must weigh the developmental stage of each child, the goals of the program, and the design of the digital tool itself.

As the NQF and Early Years Learning Framework (EYLF V2.0) both emphasise, digital technologies should be used in ways that support relationships, communication and meaningful learning, not as substitutes for them.

Ultimately, the review does not call for an outright rejection of digital media in early childhood. Rather, it advocates for balanced, intentional use of screens—emphasising quality over quantity, and human interaction over passive consumption.

For early childhood educators, the message is clear: screens are not inherently harmful, but their impact depends on how thoughtfully they are used. By actively engaging with children during digital experiences, selecting content carefully and aligning use with pedagogical goals, ECEC professionals can help ensure that technology supports rather than hinders children’s language development.

The full study can be accessed here: Impact of Screen Time on Language Development and Vocabulary Acquisition in Early Childhood: A Systematic Review