Beyond Words and Time: Investigating the Association Between Screen Use, Vocabulary and Grammar Development in Five-Year-Olds

Abstract

In the area of early language development, understanding links between screen media, vocabulary, and grammar in 5-year-old children is crucial yet complex. While previous studies have exposed a negative association between screen use and vocabulary, the roles of content and context remain less explored, especially within the Swedish context. This study aims to address these factors. This study examined 89 5-year-old Swedish children and their parents. Language assessments of vocabulary and grammar were administered with the child by a clinician, and parents completed the Media Assessment Questionnaire (MAQ 2.3) online. Results indicate a negative association between screen time and both grammar and vocabulary skills at age 5, suggesting that increased screen media exposure during early childhood might hinder language development. Screen content quality, particularly educational and prosocial content, was positively associated with vocabulary development, but not grammar. Exposure to non-Swedish content was linked to lower vocabulary and grammar scores. In conclusion, this study underscores the significant association between screen media use and language development in children, highlighting the importance of considering content and duration. It contributes to a deeper understanding of the complex dynamics between screen media and language development, offering insights into media practices for fostering language skills at the time of school entry.