The relationship between the use of digital devices and executive functions in preschoolers: parental involvement
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Abstract
Background. In recent years, preschoolers have increasingly become using digital devices, which undoubtedly has an impact on their development, including the development of executive functions. Direct involvement of parents in children’s digital activities can have both positive and negative effects on preschoolers’ executive functions development, as well as on the parental burnout.
Objectives. To investigate the relationship between children’s use of digital devices and their level of executive functions, considering the level of parental burnout and parental involvement in their children’s digital use.
Sample. The study involved 115 children (61.7% boys, 38.3% girls) aged 5–6 years (M = 5.8 years; SD = 3.628). They were all attending preparatory groups in kindergartens in Moscow. Their parents also participated in the study.
Methods. To diagnose the development of executive functions (working memory, inhibition and cognitive flexibility), the NEPSY-II battery (subtests “Sentences Repetition”; “Memory for Designs”; “Inhibition” and “Statue”) (Korkman et al., 2007) and the “Dimensional Change Card Sort” (Zelazo, 2006) technique were used. To study the use of digital devices among preschoolers, we developed a questionnaire for parents that asked about frequency of use and rules regarding digital device use. The Parental Burnout Assessment (Roskam et al., 2018, adapted by Egorova & Starchenkova, 2019) was used to assess parental burnout.
Results. Children who have rules in their family about limiting the time they use digital devices have better visual working memory. Parental burnout does not contribute to any of the links between sharing digital devices with adults and executive functions, or between screen time and executive functions.
Conclusions. It has been shown rules regarding practice of digital device usage correspond to higher level of executive functions of children.
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