My colleagues and I identified these groups based on analyzes of data from 10,460 American school children who were followed for six years. Understanding which children are frequent users of online technologies is important because such use can replace developmental activities such as exercise, sleep, and independent books.
We found that children in kindergarten who were aggressive or acted frequently were more likely to use these online technologies several times a day at the end of primary school, as were children from low-income families. Later, black children were also more frequent users of online technologies.
Boys were more frequent users of online gaming, while girls were more likely to use social networks and messaging.
Children of parents who emphasized early literacy activities and who set limits to TV viewing were later less likely to be frequent users of online technologies.
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Why it matters
Children are increasingly using online technologies – such as Instagram, Twitter, Facebook and other social networking apps; gaming via Xbox, PlayStation or smartphones; and messaging via WhatsApp, Snapchat, or texting – have worried parents, educators and caregivers for good reason.
Extensive use of online technologies can displace developmental activities – such as physical activity, sleep, parent-child interactions and independent book reading. Children who use online technologies several times a day are more likely to have sedentary lives, sleep deprivation and obesity; to struggle academically or behaviorally in school; and to self-report poorer quality of life and mental health. Children’s use of online technologies has also skyrocketed during the Covid-19 pandemic.
Our study provides new information about which American preschoolers are more likely to be frequent users of online technologies later on. This new information could help inform public health campaigns for families most at risk. Routines that promote optimal use of online technology, physical activity, sleep, book reading and other activities should help children develop physically, cognitively, academically and behaviorally.
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Which is still not known
Our study has limitations. Our results may be conservative because children self-reported how often they used online technologies. Data collection ended before the Covid-19 pandemic started.
Our results are not causal. We are not sure why specific groups of children will later be frequent users of online technologies. However, we have some hypotheses. Parents in low-income families may allow more screen time as they face a greater reliance on their own time and resources. Parents of kids who let off steam can use electronic devices to calm their kids’ outbursts. Early experiences of racial discrimination may lead to black children often using online technologies to connect with peers of their age and to express their racial or ethnic identity.
And it is important to recognize that there is limited evidence that the use of online technologies by children is harmful. Such damage may be limited to frequent users of specific technologies from specific populations. Further research and analysis are needed to investigate these relationships. In the future, online technologies can be designed to promote healthy behavior, including by vulnerable populations.
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What’s next
By identifying at this early stage which young children will later be more frequent users of online technologies, families can help prevent problematic uses.
For example, other research suggests that girls, in particular, may be harmed by frequent social networks as a result of increased exposure to cyberbullying and feelings of body weight dissatisfaction, as well as decreased sleep and exercise. Our study shows that girls are more likely to use these technologies by the end of primary school. Limiting social networks and messaging during this early development period can be particularly important.
Setting up screen time routines that help children meet recommended guidelines for physical play, sleep, reading books, and other helpful developmental activities can help prevent overuse of online technologies. It can also help limit children’s access during homework, shared meals, and within an hour of bedtime. Families can set rules that restrict access to electronic devices. Parents can encourage early childhood literacy activities that help children become independent readers.
Educators and caregivers can inform parents about the repeatedly perceived negative associations between frequent use of online technologies and child development, and can support families and help establish screen time routines.
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Paul L. Morgan is an Eberly fellow, professor of education and demographics, and director of the Center for Educational Disparities Research at Penn State.