SCREEN TIME AND ATTENTION IN PRESCHOOL CHILDREN: EXPLORING SEX DIFFERENCES

Screen-based activities have become part of everyday life for many preschool children. Smartphones and tablets are used for entertainment, games, educational activities, and, in some situations, to keep children occupied or calm. This growing exposure has raised questions about its relationship with attention and self-regulation during a period when these abilities are still developing. Research to date has not produced a consistent answer. Some studies have linked greater or persistent screen exposure with problematic digital-media use and difficulties in executive functioning, whereas others have found little or no relationship between total screen time and executive function. Differences between boys and girls may partly explain this variation. Boys have been reported in some studies to spend more time with mobile devices and to show greater interest in certain types of games, while girls have performed better on some measures of response inhibition. These differences, however, vary across studies and do not indicate that either sex is generally more susceptible to attention difficulties associated with screen use. The relationship is likely influenced by several factors, including the type and purpose of screen activity, executive functioning, emotional regulation, and the family environment. This review examines the relationship between screen exposure and attention in preschool children and considers whether sex differences may shape this association. More longitudinal research involving children aged 3–6 years is needed to clarify the direction and strength of these relationships.