Peer-reviewed article
A Sociological Study of Digital Technology Application in Early Childhood (0–5 Years Old): A Systematic Review and Meta-Analysis Study
Diamanti K, Vafae Eslahi A, Adamopoulos I ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review and meta-analysis examined how digital technology is used by children aged 0–5 years, including 31 studies with over 34,000 children. The key finding is that when young children use digital devices alone, it negatively affects their development, but when parents or caregivers actively use devices together with children, outcomes improve. The quality of adult involvement matters more than how much time children spend on screens. The review found no significant differences in these patterns across socioeconomic status groups, though it notes that wealthier and poorer families may supervise children's screen use differently.
Key points
- Unmediated solo digital device use had a negative relationship with children's outcomes (r = −0.287)
- Active co-use of digital devices with caregivers was positively related to outcomes (r = 0.259)
- No statistically significant differences in outcomes for language, social-emotional development, or cognitive/executive function
- Socioeconomic status was not a significant moderator of the relationship between device use and outcomes
- Quality of mediation by adults is key, not the amount of screen time
Limitations
The review does not specify which countries the included studies represent or whether findings apply universally. The narrative literature on class-based differences in mediation practices is acknowledged but not quantitatively synthesized, limiting understanding of equity dimensions.
Abstract
Early childhood children (0–5 years old) are using digital devices at an ever-increasing rate, yet the evidence base is largely dominated by developmental psychology studies with minimal consideration of class, culture, and institutional aspects of digital use. No equity-aware synthesized evidence exists that provides recommendations for early childhood education programs at higher education Centres for Teaching and Learning (CTLs). A systematic review and meta-analysis was conducted using academic papers published between January 1995 and December 2025. Using Comprehensive Meta‑Analysis (Version 3), random‑effects models, subgroup analyses, meta‑regression, and tests for publication bias were implemented. Thirty‑one studies including 34,540 children were selected. Unmediated solo usage had a negative relationship with children’s outcomes (r = −0.287, 95% CI [−0.320, −0.253]), whereas active co‑use was positively related (r = 0.259, 95% CI [0.217, 0.300]). Socioeconomic status was not a significant moderator (p = 0.182). Outcomes for language (p = 0.876), social‑emotional development (p = 0.391), and cognitive/executive function (p = 0.692) were not statistically significant. There was no trend in effect size over time (b = −0.0097, p = 0.339). Publication bias appeared low (Egger’s p = 0.249; fail‑safe N = 405). Quality of mediation is key, not the amount of screen time. Although no significant SES moderation effects were found, the narrative literature showed class‑based differences in how children were mediated. Training of early childhood educators in CTLs is not yet evidence‑based nor equity‑focused, but the CTL Action Framework for Early Digital Education (CAFEDE) suggests practices for improving educator training.