Exploring screen time in young children: A literature review and caregivers insights
- Autores: Ana Lucia Conde Gómez
- Directores de la Tesis: María Cerrato Lara (dir. tes.), José María Martínez Sánchez (dir. tes.)
- Lectura: En la Universitat Internacional de Catalunya ( España ) en 2025
- Idioma: inglés
- Número de páginas: 271
- Tribunal Calificador de la Tesis: Marc Grau Grau (presid.), Rafael Gómez Galán (secret.), Montserrat Fàtima Ballbè Gibernau (voc.)
- Programa de doctorado: Programa de Doctorado en Comunicación, Educación y Humanidades por la Universitat Internacional de Catalunya
- Materias:
- Enlaces
- Tesis en acceso abierto en: TESEO
- Resumen
The growing prevalence of screen time among children has generated a significant research interest and public discourse. Although the educational benefits of digital devices are recognised, considerable concerns have been expressed regarding their potential negative impact on children's health and development. Several organisations have developed guidelines with the aim of promoting healthy screen time. For example, the American Academy of Pediatrics (AAP) recommends limiting screen time according to age and exercising careful supervision regarding the content children are exposed to. These experts have identified several risks associated with excessive screen use, including sleep problems, childhood obesity, and delays in cognitive and social development.
The European and Spanish legal frameworks concerning the protection of children's digital rights seeks to regulate this situation. Despite the existence of some guidelines and laws aimed at protecting minors in digital environments, it is becoming increasingly necessary to implement a more robust legal framework that can adapt to the rapid digital transformations observed in recent years and guarantee a safe digital environment for children.
The objective of this research study is to explore the expectations, concerns and personal experiences of primary caregivers from diverse socio-economic backgrounds (from Catalonia, Spain) of children under 14 years old in relation to their children's screen time. Additionally, it aims to analyse the roles and perceptions of parents in managing digital devices, compare these perceptions with expert recommendations, and identify the training needs of parents and teachers regarding the use of digital devices with children. To address the main aim, the study will address the following research questions: What is the current state of national research on the use of devices by children?; What are the perceptions of families and teachers about the use of digital screens during early childhood?; Are these perceptions aligned with the recommendations of experts in the field?; What are the main needs of parents and caregivers in terms of mediation for the healthy use of digital devices? The methodology combines a systematic review of the literature with the collection of qualitative data through a focus group. The aim of the review is to determine the current state of the national scientific literature, in contrast to the international literature, to identify areas that require further research in the Spanish context. Furthermore, a focus group was conducted to obtain qualitative data reflecting the concrete experiences of the target audience. The participants were recruited through a webinar, which was promoted by school management teams and family associations across Catalonia.
The findings indicate that one of the principal concerns relates to the concept of "digital parenting," which refers to the strategies employed by parents to regulate their children's screen time. These strategies include active mediation, monitoring, the establishment of clear rules, and the utilisation of parental controls. However, a significant proportion of parents report feeling inadequately equipped with the requisite digital skills to effectively oversee their children's use of digital devices. This can potentially result in children becoming susceptible to a range of digital risks, including cyberbullying and addiction. The other concern is the growing integration of digital technologies since early childhood education. While devices such as tablets and interactive whiteboards are becoming more prevalent in classrooms, their effective application requires educators to receive adequate training to promote digital literacy among students.
This study provides significant insights into parental and educational perceptions of children's digital device use. However, the study is limited by its small sample size and focus on Catalonia, Spain, which may limit the generalisability of the findings. Future research should include a broader, more diverse sample to better represent national trends and further investigation to develop accurate guidelines and foster collaboration among health professionals, educators, and families to promote a healthy digital environment for children.
The fundamental conclusion of the study emphasises the necessity of educating parents and teachers to play an active and effective role in managing screen time, with the aim of ensuring a healthy and balanced development for children. It also underscores the importance of developing programmes and guidelines for the balanced use of digital technologies in children's lives.
