Relationship Between Screen Time, Core Executive Functions, and Vocabulary in Preschool: The Role of Parental Mediations and Beliefs

Screen time may be particularly detrimental to executive functioning and verbal skills in preschoolers. The main aim of this study was to analyze the relationship between screen time, executive functions, and vocabulary in preschool children. Additionally, we explored predictors of screen time depending on parental mediations, beliefs about screen use being problematic, and type of device. The sample comprised 133 participants (Mage = 60.33 months, SD = 9.04). To measure the study variables, we used an ad hoc screen habits questionnaire, Shape School, Word Span, and Wechsler Vocabulary. Preschoolers that complied with the recommendations on screen time showed higher levels of inhibition, working memory, and expressive vocabulary than those that exceeded the recommended time of 1 h per day. Additionally, screen time was related to, and was a significant predictor of, these variables. Age was the variable that most explained executive functioning and expressive vocabulary. Parental mediations and beliefs about problematic use also had an effect on screen time. Preschool age is an appropriate life stage to manage screen use, thus fostering positive, safe habits.