A vicious circle between screen time and emotional problems?

An article by the American Psychological Association (details below) finds that there seems to be a vicious circle between the amount of time spent on screens and emotional problems in children. While spending a lot of time on various screens may lead to emotional and behavioural problems, these problems can result to children spending even more time on their screens.

The article describes how an international team of researchers reviewed and meta-analysed 117 studies, covering data from over 292,000 children worldwide.

The researchers wanted to better understand the relationship between screen time and emotional problems like aggression, anxiety or low self-confidence. Screen-based activities included social media, video games, TV watching and online homework.

Most of the studies were conducted in the United States (41 studies), followed by Canada (13), Australia (11), and Germany and the Netherlands (7 each).

The study revealed that the more children engaged with electronic screens the more likely they were to develop socio-emotional problems. This included both internalising problems, such as anxiety and depression, and externalising problems, such as aggression and hyperactivity. Conversely, children experiencing socio-emotional problems were found to be more likely to turn to screens as a coping mechanism.

The research identified several factors that may moderate these relationships. Compared with younger children (ages 0-5), older children (ages 6-10) were more likely to develop socio-emotional problems with greater screen use. Girls were generally more susceptible to developing socio-emotional problems with greater screen use, while boys were more likely to increase screen use when facing socio-emotional challenges.

The type of screen content and purpose of screen use also played a role. Gaming was associated with higher risks compared with educational or recreational screen use. Children experiencing socio-emotional problems were also more likely to turn to games to cope.

The findings suggest parents might want to be cautious about what screens they allow and to monitor the amount of time spent on screens. It was also noted that children who use screens heavily might need emotional support, not just restrictions.

More information: Electronic Screen Use and Children’s Socioemotional Problems: A Systematic Review and Meta-Analysis of Longitudinal Studies, Psychological Bulletin (2025). DOI: 10.1037/bul0000468

Journal information: Psychological Bulletin

Provided by American Psychological Association

Image provided by Freepik

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Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy. Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this interesting age.

Provided by The Conversation.

Image supplied by Freepik.