SYSTEMATIC REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1613625
This article is part of the Research TopicChildren's Health and Screen TimeView all 16 articles
The impact of touchscreen digital exposure on children's social development and communication: a systematic review
Provisionally accepted
- 1University of Patras, Patras, Greece
- 2Birmingham City University, Birmingham, United Kingdom
- 3UiT The Arctic University of Norway, Tromsø, Troms, Norway
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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 to 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.
Keywords: touchscreens, social development, Communication Skills, Peer Interaction, cooperation, collaboration, Early Childhood
Received: 17 Apr 2025; Accepted: 23 Jun 2025.
Copyright: © 2025 Misirli, Fotakopoulou, Dardanou and Komis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Anastasia Misirli, University of Patras, Patras, Greece
Vassilis Komis, University of Patras, Patras, Greece
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