Passive and active screen time relate differently to attention in preschool children

Abstract

The widespread integration of screen technology into daily life has increased screen exposure among preschool children aged three to five. However, the differential associations of passive and active screen time with attention in this age group remain underexplored. The distinction between passive and active screen time refers to the degree of interaction between the user and the screen content. This review synthesizes and compares findings on passive and active screen time to clarify whether they relate to attention in distinct ways. A targeted literature search yielded 13 relevant publications, comprising 10 empirical studies and three reviews. Findings point toward a negative association between passive screen time and attention. Conversely, active screen time correlates with improved bottom-up and orienting attention but weaker executive and top-down attention. Screen content may mediate these associations. Educational, interactive content may support attention, whereas evidence is mixed about whether fast-paced, passive content impairs it. Our results emphasize the need to distinguish both the type and content of screen time in evaluating associations with preschoolers' attention. We discuss methodological inconsistencies, outline theoretical and practical implications, and call for further research on emerging screen formats relevant to preschoolers.