A systematic review and meta-analysis led by researchers from the University of Wollongong (UOW)1 suggests that parents’ use of screens in the presence of young children is associated with variations in cognitive and social behavioural outcomes in early childhood. The findings, published in JAMA Pediatrics, examine how parental technology use when children are nearby, even if the child isn’t using the device relates to a range of developmental indicators in children under five years of age.
The research team, led by Marcelo Toledo-Vargas, conducted a systematic review and meta-analysis of 21 studies from 10 countries, collectively involving nearly 15,000 young children. The analysis focused on associations between parental technology use in a child’s presence and various developmental domains including:
cognitive development
social behaviour
motor skills
psychosocial health
physical activity
child screen time
sleep patterns
The review’s aim was to clarify whether parental screen use might relate to developmental differences in early childhood.
While the study authors note that the magnitude of associations was generally small, several consistent patterns were observed across the reviewed literature:
Cognitive outcomes: Children whose parents frequently used screens in their presence showed poorer scores on some measures of cognition compared with peers.
Social behaviour: Associations were found between parental screen use and lower social or prosocial behaviour patterns in young children.
Child screen time: Higher levels of parental screen use in view of the child were associated with increased screen time among children themselves.
Other areas: The studies reviewed also included assessments of motor development, psychosocial health, and sleep, though outcomes varied by study.
The review suggests that everyday device use by parents, such as checking phones during play or mealtimes can interrupt parent-child interactions, potentially affecting children’s opportunities for engagement and learning.
A broader body of research on screen time and early childhood development finds that children’s own screen use including duration and type of content, is linked to various developmental outcomes, though the extent of effects can differ by age, content, and context:
Excessive screen time by children has been associated with reduced attention and language development, social and emotional differences, and sleep disturbances.
International guidelines often recommend limiting screen time for very young children, for instance zero screen time for infants and minimal duration for toddlers and preschoolers, to support developmental processes like language and play.
Other research highlights that parental modeling of screen behaviour, along with contextual factors such as co-use and content type, may influence how screens affect child outcomes. A systematic review points to parenting knowledge, practices, and media context as modifiable factors that can shape children’s screen use and associated developmental outcomes.
The University of Wollongong’s review indicates that parents’ technology use in the presence of young children is associated with small but detectable correlations in children’s cognitive and social outcomes and a tendency toward higher screen time. These findings contribute to the growing research landscape exploring how family screen habits intersect with early child development. Broader research also supports the idea that screen use by children and caregivers together, with mindful engagement and limits may yield different developmental insights
Reference
Mayhew, Kate. 2025. “Research Finds Parents’ Screen Time May Hinder Child Development.” University of Wollongong Media Release, May 8, 2025. Accessed January 2026. https://www.uow.edu.au/media/2025/research-finds-parents-screen-time-may-hinder-child-development.php