Untersuchungen zeigen, dass der Austausch von Bildschirmzeit gegen Bücher mit einer Verbesserung der sprachlichen und emotionalen Fähigkeiten bei Vorschulkindern korreliert. Diese Vorteile scheinen unabhängig davon bestehen zu bleiben, ob es sich bei dem Bildschirminhalt um Bildungs- oder Freizeitinhalte handelt.
Swapping screen time for books boosts language skills in preschoolers
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A new analysis suggests that replacing time spent on digital devices with shared reading offers measurable developmental benefits for young children. Published in Computers in Human Behavior, the research indicates that swapping screen time for books correlates with improved language and emotional skills. These benefits appear to persist regardless of whether the screen content is educational or recreational.
The results indicated that parent-child reading was the most beneficial activity for the measured skills. Children who spent more time reading with their parents displayed better phonological and orthographic awareness. They also performed better on assessments of socio-emotional competence. Conversely, higher amounts of total screen time correlated with lower scores in these areas.
When the researchers applied the substitution model, the trade-offs became clear. Swapping screen time for an equivalent amount of parent-child reading was associated with observable gains in language and emotional skills. The reverse was also true. Substituting reading time with screen time predicted measurable declines in those same skills.
A finding of particular note involved the category of educational screen time. Many parents assume that “learning” apps or educational programs provide a safe harbor for development. However, the data showed that replacing parent-child reading with educational screen use still resulted in negative outcomes for language and emotional skills. The device itself, regardless of content, did not replicate the benefits of shared reading.
https://www.sciencedirect.com/science/article/abs/pii/S0747563225002948?via%3Dihub
They don’t really define „screen time“ but in context i assume they meant games and videos intended for solo consumption rather than interactive learning activities involving a parent or peer.
I’d be interested to see a more rigorous study not relying on self reporting that takes into account reading from a paper book versus reading the same material from a screen
Additionally, I’d like to see more control for the type of non reading activity and the degrees of parental interaction to make the determination of if it’s the reading or the granular interaction that goes along with learning to read that you don’t really get with other childhood activities.