The Psychological Effects of Digital Screen Time on the Cognitive Development of Children Aged 2–5 Years

The rapid expansion of digital technology has introduced children to screen-based devices at increasingly younger ages, raising concerns about the potential implications for early cognitive development. This paper explores the psychological effects of digital screen time on children aged two to five, focusing on attention, executive function, language acquisition, social-emotional learning, and overall cognitive maturation. Drawing on developmental psychology, neuroscience, and media studies, this study synthesizes empirical findings with theoretical frameworks such as Vygotsky’s sociocultural theory, Piaget’s constructivist model, and Bronfenbrenner’s ecological systems theory. While excessive and unsupervised screen time is associated with risks such as reduced attention spans, delays in language development, disrupted sleep, and diminished socio-emotional regulation, carefully curated digital engagement can foster learning, problem-solving, and creativity when paired with adult mediation. The methodological diversity of existing studies underscores both the promise and the limitations of current knowledge, emphasizing the need for longitudinal research and culturally sensitive analyses. Ultimately, this work contributes to the ongoing dialogue between scholars, practitioners, parents, and policymakers, advocating for balanced approaches to technology use that prioritize holistic child development