Assessing Joint Media Engagement During Screen Time in Early Childhood: A Scoping Review of Parent–Child Interaction Measures

Background: Joint media engagement (JME) is recognized as a relational process involving shared participation, media context, and parent–child interaction. This scoping review aimed to identify methods used to evaluate JME and examine the extent to which questionnaire-based measures capture its joint, media, and engagement characteristics. Methods: A search of 6 databases up to May 2025 was conducted following PRISMA-ScR guidelines. Fifty included studies were synthesized to identify evaluation methods, questionnaire characteristics, and reported psychometric properties. Results: JME was evaluated using questionnaires, observations, interviews, diaries, and qualitative methods, with questionnaires being the predominant approach. Questionnaires varied considerably in conceptual coverage. Most captured only one or two JME characteristics, while few integrated all three. Joint characteristics commonly emphasized co-presence or co-viewing frequency; media characteristics addressed devices, activities, or content; and engagement characteristics included cognitive, affective, and technical or physical scaffolding. Many Questionnaires originated from parental-mediation literature and emphasized active or restrictive mediation. Psychometric evaluation was limited and inconsistently reported. Conclusions: Existing Questionnaires capture important JME-related practices but rarely represent JME as an integrated relational process. The findings support developing a psychometrically robust, multidimensional measure that connects participants, media context, and engagement quality and is validated across developmental, cultural, and digital contexts.