Presenter(s)

• Danielle Vaughn, Doctoral Student, University of Georgia
• Kristen Bub, Associate Professor, University of Georgia

Abstract

This study explores screen time practices in preschoolers’ homes, revealing that parents commonly use it to facilitate their own activities, designate quiet time, and aid in daily routines. The findings emphasize that screen time is not merely about quantity, but also context and purpose, which has critical implications for school psychologists, teachers, and school administrators. This is particularly important considering that excessive screen time is associated with socioemotional, behavioral, developmental, and cognitive concerns in young children. By examining the content and context of children’s media use, this research offers a deeper insight into the role and usage of children’s screen time within families. Professionals working with young children can use these results to highlight context-sensitive screen time strategies, with a focus on mitigating potential negative impacts of screen time to promote healthy development in preschoolers.