Abstract
Touchscreen technologies—ranging from smartphones and tablets to interactive
whiteboards and tabletops—are increasingly embedded in the daily lives of young
children, shaping how they communicate and interact socially. The present systematic
review aims to understand aspects of touchscreen use that support, hinder or explain
changes in how young children (ages 1–6) develop social functioning skills such
as peer interaction, cooperation, collaboration and communication. Specifically,
it explores: (1) the types of touchscreen devices used, (2) their influence on peer
interaction, cooperation and collaboration, (3) their effects on communication skills
and (4) the developmental, educational, and policy recommendations emerging
from the literature. A comprehensive search across Web of Science, ERIC, and
Scopus yielded 365 studies, of which 82 met inclusion criteria following PRISMA
guidelines. Using a theoretically grounded definition of social functioning and
communication, we conducted a content analysis of empirical studies across
social sciences, psychology, art and humanities, and computer science. Findings
reveal a pervasive presence of touchscreen media in early childhood, with varied
impacts shaped by device type, content quality, adult mediation, and contextual
factors. This review offers evidence-based insights for educators, parents, and
policymakers, emphasizing the value of interactive engagement, teacher training,
public education efforts, and community-based approaches in promoting meaningful
digital experiences. It stressed the importance of intentional, guided and contextual
use of touchscreen technologies in early childhood and family settings. This review
offers evidence-based insights for educators, parents, and policymakers, emphasizing
the value of interactive engagement, teacher training, public education efforts,
and community-based approaches in promoting meaningful digital experiences. It
stressed the importance of intentional, guided and contextual use of touchscreen
technologies in early childhood and family settings.
whiteboards and tabletops—are increasingly embedded in the daily lives of young
children, shaping how they communicate and interact socially. The present systematic
review aims to understand aspects of touchscreen use that support, hinder or explain
changes in how young children (ages 1–6) develop social functioning skills such
as peer interaction, cooperation, collaboration and communication. Specifically,
it explores: (1) the types of touchscreen devices used, (2) their influence on peer
interaction, cooperation and collaboration, (3) their effects on communication skills
and (4) the developmental, educational, and policy recommendations emerging
from the literature. A comprehensive search across Web of Science, ERIC, and
Scopus yielded 365 studies, of which 82 met inclusion criteria following PRISMA
guidelines. Using a theoretically grounded definition of social functioning and
communication, we conducted a content analysis of empirical studies across
social sciences, psychology, art and humanities, and computer science. Findings
reveal a pervasive presence of touchscreen media in early childhood, with varied
impacts shaped by device type, content quality, adult mediation, and contextual
factors. This review offers evidence-based insights for educators, parents, and
policymakers, emphasizing the value of interactive engagement, teacher training,
public education efforts, and community-based approaches in promoting meaningful
digital experiences. It stressed the importance of intentional, guided and contextual
use of touchscreen technologies in early childhood and family settings. This review
offers evidence-based insights for educators, parents, and policymakers, emphasizing
the value of interactive engagement, teacher training, public education efforts,
and community-based approaches in promoting meaningful digital experiences. It
stressed the importance of intentional, guided and contextual use of touchscreen
technologies in early childhood and family settings.
| Original language | English |
|---|---|
| Number of pages | 18 |
| Journal | Frontiers in Psychology |
| DOIs | |
| Publication status | Published (VoR) - 13 Oct 2025 |
Keywords
- touchscreens
- social development
- Communication skills
- peer interaction
- cooperation
- collaboration
- early childhood