Dados do Trabalho

Título

THE IMPACTS OF SCREEN USE ON CHILD DEVELOPMENT.

Introdução

The excessive use of screens has been associated with various mental and physical health problems, including learning disorders. Studies have shown that prolonged exposure to blue light emitted by screens can impair sleep quality, affecting cognitive performance and concentration during the day. Additionally, the lack of physical activity associated with screen use has also been linked to learning problems.

According to the American Academy of Pediatrics, children and adolescents should limit screen time to a maximum of 2 hours per day in order to avoid learning difficulties, obesity, and other health problems related to sedentary behavior.

Objetivo

The main objective of this study about excessive screen use and learning disorders is to understand the relationship between these two factors and investigate the possible negative effects of excessive screen use on learning and cognitive development.

There are growing concerns about the impact of excessive screen use, such as smartphones, tablets, computers, and televisions, especially in school-aged children and adolescents. It is believed that spending too much time in front of screens can negatively affect learning ability and academic performance, as well as contribute to the emergence of learning disorders such as attention difficulties, memory deficits, impaired motor skills, and language difficulties.

Método

In summary, this integrative review critically analyzed 30 selected articles using a systematic and rigorous approach

Resultados e Conclusões

There is growing evidence that excessive screen time is associated with a higher risk of developing learning disorders and academic deficits. Studies suggest that blue light emitted by screens can impair sleep quality, leading to difficulties with concentration and learning during the day. Additionally, the lack of physical activity associated with screen use can also be a contributing factor to learning problems. It is important to note, however, that screen use itself is not the primary cause of learning disorders and academic deficits. There are many other factors that can influence academic performance, such as the quality of the learning environment and access to adequate educational resources. Moderate and conscientious use of screens can be beneficial in many aspects, such as a source of information and educational entertainment.

Palavras Chave

Learning disorders - excessive screen use - cognitive deficit

Declaração de conflito de interesses de TODOS os autores

Não há

Fonte de Fomento (se houver)

Referências (se houver)

- American Academy of Pediatrics. (2016). Media and Children Communication Toolkit. https://services.aap.org/en/pages/2016-media-and-children-communication-toolkit/

- Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep medicine reviews, 21, 50-58.

- Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2021). The impact of screen use on developmental outcomes in children: A systematic review. PLOS ONE, 16(10), e0257732
- Gohil, S. K., Tiwari, P., & Rokade, R. (2020). Effect of excessive screen time on learning disabilities in children: A cross-sectional study. Indian Journal of Pediatrics, 87(10), 824-829.
- Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173-182.
- Russoniello, C. V., O’Brien, K., & Parks, J. M. (2009). The effectiveness of casual video games in improving mood and decreasing stress. Journal of CyberTherapy & Rehabilitation, 2(1), 53-66.
- The Lancet Child & Adolescent Health. (2021). Screen time linked to lower academic achievement. Retrieved from https://www.thelancet.com/child-adolescent-health.

Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association Between Screen Time and Children's Performance on a Developmental Screening Test. JAMA Pediatrics, 173(3), 244-250.

Área

Transtornos neuropsiquiátricos e distúrbios de aprendizagem