Digital screen use and educational performance in early childhood: evidence from an early childhood education center
1
1 Escola Superior de Ciências da Santa Casa de Misericórdia de Vitória, Vitória, Brazil
2
2 Universidade Federal do Espírito Santo, Vitória, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
Excessive exposure to digital screens in early childhood is a growing global public health concern, particularly in low- and middle-income countries experiencing rapid digital expansion alongside social inequalities. International guidelines, including those from the World Health Organization and pediatric societies, recommend strict limits on screen use in this age group due to potential negative impacts on cognitive development and educational performance. Evidence from real-world educational settings, especially post-pandemic, remains limited.
OBJECTIVE:
To evaluate the association between screen time and educational performance among children aged 0–6 years enrolled in a public early childhood education center in Vitória, Espírito Santo, Brazil, highlighting implications for public health and education policies in similar contexts.
METHODS:
A cross-sectional mixed-methods study was conducted at a municipal early childhood education center. From 321 children, 188 were selected through simple random sampling (95% confidence; 5% margin of error). Data were collected using structured questionnaires for caregivers and school record analysis. Screen time was categorized according to international pediatric recommendations. Outcomes included language development, literacy, and mathematical skills. Statistical analyses used chi-square and Fisher’s exact tests, prevalence ratios (PR), and odds ratios (OR), with p < 0.05.
RESULTS:
Excessive screen time was observed in 56.9% of children, more prevalent among ages 3–6. Mathematical difficulties were identified in 27.9% of the sample. Children with excessive screen exposure showed higher prevalence of mathematical difficulties (PR = 2.86) and increased odds of learning difficulties (OR = 3.83).
CONCLUSIONS:
Screen exposure above recommended limits was associated with poorer educational performance in early childhood, especially in mathematics. Findings support integrated public health and education strategies, including guidance on responsible screen use in primary care and early childhood education policies, particularly in middle-income countries undergoing rapid digitalization.
Excessive exposure to digital screens in early childhood is a growing global public health concern, particularly in low- and middle-income countries experiencing rapid digital expansion alongside social inequalities. International guidelines, including those from the World Health Organization and pediatric societies, recommend strict limits on screen use in this age group due to potential negative impacts on cognitive development and educational performance. Evidence from real-world educational settings, especially post-pandemic, remains limited.
OBJECTIVE:
To evaluate the association between screen time and educational performance among children aged 0–6 years enrolled in a public early childhood education center in Vitória, Espírito Santo, Brazil, highlighting implications for public health and education policies in similar contexts.
METHODS:
A cross-sectional mixed-methods study was conducted at a municipal early childhood education center. From 321 children, 188 were selected through simple random sampling (95% confidence; 5% margin of error). Data were collected using structured questionnaires for caregivers and school record analysis. Screen time was categorized according to international pediatric recommendations. Outcomes included language development, literacy, and mathematical skills. Statistical analyses used chi-square and Fisher’s exact tests, prevalence ratios (PR), and odds ratios (OR), with p < 0.05.
RESULTS:
Excessive screen time was observed in 56.9% of children, more prevalent among ages 3–6. Mathematical difficulties were identified in 27.9% of the sample. Children with excessive screen exposure showed higher prevalence of mathematical difficulties (PR = 2.86) and increased odds of learning difficulties (OR = 3.83).
CONCLUSIONS:
Screen exposure above recommended limits was associated with poorer educational performance in early childhood, especially in mathematics. Findings support integrated public health and education strategies, including guidance on responsible screen use in primary care and early childhood education policies, particularly in middle-income countries undergoing rapid digitalization.
| eISSN: | 2654-1459 |
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