TOUCH SCREEN USE IN EARLY CHILDHOOD: AN EXAMINATION OF COGNITIVE IMPLICATIONS

Given the prevalence of touch screen use in early childhood, the purpose of this study is to explore the relationship between touch screen use during ages one to three on cognitive ability and reading comprehension in children aged six. Previous research has explored the cognitive implications of increased television watching in early childhood; however, less is known about the role of touch screen use on cognitive performance at age six. Reading integrates the cognitive skills of maintaining attention and working memory. In the proposed study, parents will complete a questionnaire regarding demographic information as well as their child’s touch screen usage from ages one to three, a pivotal time for cognitive development. This study hypothesizes that time on a touch screen device will be negatively associated with cognitive performance and reading skills. The findings from this study will inform parental guidelines and educational practices concerning technology as well as validate pediatrician recommendations of limiting touch screen time for infants.