Vol. 17 No. 1 (2026)
Studies

Examining the Effects of Digital Device Use on Children and Their Parents

PDF (Magyar)
Vanda Erdéli
Pázmány Péter Catholic University
Gábor Juhász
associate professor, Pázmány Péter Catholic University
István Szabó
PhD student, University of Pécs
DOI: https://doi.org/10.61177/HISZ.2026.17.1.7

Published 25-06-2026

Keywords

  • digital technology,
  • children under eight,
  • childhood development,
  • digital habits,
  • parenting styles

Copyright (c) 2026 Erdéli Vanda, Juhász Gábor, Szabó István

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

With the rapid rise of artificial intelligence and digital technology, the use of various electronic and digital devices, as well as artificial intelligence, can be observed among increasingly younger age groups. Therefore it is necessary to investigate its effects on the development of young children. The primary objective of this research was to explore the interaction between children's device usage patterns and parental educational attitudes. The research focused on assessing digital device use among children under eight years of age in order to provide a clearer picture of the characteristics of this target group's use of modern technology, as well as the current issues, problems, and challenges faced by parents and caregivers in connection with this. The study employed inter- and transdisciplinary approaches, including topic-specific literature review and analysis, as well as an online questionnaire survey as part of data collection. Mathematical and statistical methods were used to process the data and to generate and evaluate results. Cluster analysis identified three parental groups, the differentiation of which became most apparent along parental attitudes and control, children's characteristics, and the features of children's device usage. Key findings of the research indicate that both parental attitudes and the individual characteristics of young children significantly influence children's device use. It is important to note, however, that interpreting the results requires consideration of multiple perspectives and factors. Based on the conclusions and recommendations drawn from the findings, it is advisable for parental groups to develop new, adaptive coping and support strategies.

PDF (Magyar)

References

  1. Acebedo, L., Buil-Legaz, L., Adrover-Roig, D., Aguilar-Mediavilla, E. (2020): Impact of the use of media devices within the family context on the language of preteens. Children, 7(12), 281. https://doi.org/10.3390/children7120281
  2. Alamri, M. M., Alrehaili, M. A., Albariqi, W., Alshehri, M. S., Alotaibi, K. B., Algethami, A. M. (2023): Relationship between speech delay and smart media in children: A systematic review. Cureus, 15(9), e45396. https://doi.org/10.7759/cureus.45396
  3. Alvarez-Peregrina, C., Sánchez-Tena, M. Á., Martinez-Perez, C., Villa-Collar, C. (2020): The relationship between screen and outdoor time with rates of myopia in Spanish children. Frontiers in Public Health, 8, 560378. https://doi.org/10.3389/fpubh.2020.560378
  4. Aziz, Z. W., Aljammas, E. K., Al-Allaf, L. I. K. (2023): Impact of screen exposure on language development among toddlers and preschoolers in Nineveh Province. MMSL, 92(3), 259–271. o. https://doi.org/10.31482/mmsl.2022.048
  5. Beyens, I., Eggermont, S. (2014): Putting young children in front of the television: Antecedents and outcomes of parents’ use of television as a babysitter. Communication Quarterly, 62(1), 57–74. o. https://doi.org/10.1080/01463373.2013.860904
  6. Carson, V., Ezeugwu, V. E., Tamana, S. K., Chikuma, J., Lefebvre, D. L., Azad, M. B., Moraes, T. J., Subbarao, P., Becker, A. B., Turvey, S. E., Sears, M. R., Mandhane, P. J. (2019): Associations between meeting the Canadian 24-Hour Movement Guidelines for the Early Years and behavioral and emotional problems among 3-year-olds. Journal of Science and Medicine in Sport, 22(7), 797–802. o. https://doi.org/10.1016/j.jsams.2019.01.003
  7. Chen, Y.-Y., Yim, H., Lee, T.-H. (2023): Negative impact of daily screen use on inhibitory control network in preadolescence: A two-year follow-up study. Developmental Cognitive Neuroscience, 60, 101218. https://doi.org/10.1016/j.dcn.2023.101218
  8. Clemente-Suárez, V. J., Beltrán-Velasco, A. I., Herrero-Roldán, S., Rodriguez-Besteiro, S., Martínez-Guardado, I., Martín-Rodríguez, A., Tornero-Aguilera, J. F. (2024): Digital device usage and childhood cognitive development: Exploring effects on cognitive abilities. Children, 11(11), 1299. https://doi.org/10.3390/children11111299
  9. Council on Communications and Media. (2016): Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
  10. Common Sense Media. (2017): The Common Sense census: Media use by kids age zero to eight: A special population: Children under two [Fact sheet]. Common Sense Media.
  11. Csépe, V., Török, Á. (2020): Az okoseszközök használata kognitív idegtudományi nézőpontból. Gyermeknevelés Tudományos Folyóirat, 8(2), 133–145. o. https://doi.org/10.31074/gyntf.2020.2.133.145
  12. F. Lassú, Zs., Megyeriné Fácska, J. (2021): „A tévé maradt az egyetlen lehetőség, ami lefoglalta őket” – Hatéves kor alatti gyermekek és családjuk digitális eszközhasználatának változása a Covid19 járvány idején. Gyermeknevelés Tudományos Folyóirat, 9(2), 187–204. o. https://doi.org/10.31074/gyntf.2021.2.187.204
  13. Ferguson, C. J., Muñoz, M. E., Medrano, M. R. (2012): Advertising influences on young children’s food choices and parental influence. The Journal of Pediatrics, 160(3), 452–455. o. https://doi.org/10.1016/j.jpeds.2011.08.023
  14. Gados, N., Janek, N. (2023): Óvodáskorú gyermekek digitáliseszköz-használatának, valamint a korosztály online jelenlétének vizsgálata. Gyermeknevelés Tudományos Folyóirat, 11(2–3), 221–243. o. https://doi.org/10.31074/gyntf.2023.2-3.221.243
  15. Gál, Z. (2015): A tudatelmélet életkori változásainak és szerepének áttekintése óvodáskortól fiatal felnőttkorig. Iskolakultúra, 25(5–6), 59–73. o. https://doi.org/10.17543/ISKKULT.2015.5-6.59
  16. Kibria, M. G., Islam, T., Sultana, P., Jahan, N., Anannna, S., Mohiuddin, G., Roy, M., Alif, S. M. (2024): Urban-rural differences in factors associated with smartphone addiction among preschoolers in Dhaka district, Bangladesh: A cross-sectional investigation [Preprint]. Research Square. https://doi.org/10.21203/rs.3.rs-4470589/v1
  17. Konok, V., Bunford, N., Miklósi, Á. (2019): Associations between child mobile use and digital parenting style in Hungarian families. Journal of Children and Media, 14(1), 91–109. o. https://doi.org/10.1080/17482798.2019.1684332
  18. Konok, V., Liszkai-Peres, K., Bunford, N., Ferdinandy, B., Jurányi, Z., Ujfalussy, D. J., Réti, Zs., Pogány, Á., Kampis, G., Miklósi, Á. (2021): Mobile use induces local attentional precedence and is associated with limited socio-cognitive skills in preschoolers. Computers in Human Behavior, 120, 106758. https://doi.org/10.1016/j.chb.2021.106758
  19. Konok, V., Peres, K., Ferdinandy, B., Jurányi, Z., Bunford, N., Ujfalussy, D. J., Réti, Zs., Kampis, G., Miklósi, Á. (2020): Hogyan hat a mobileszköz-használat az óvodások figyelmére és társas-kognitív készségeire? Gyermeknevelés Tudományos Folyóirat, 8(2), 13–31. o. https://doi.org/10.31074/gyntf.2020.2.13.31
  20. Kósa, É. (2006): A média szerepe a gyerekek fejlődésében. In Mindentudás Egyeteme (5., 165–187. o.). Kossuth Kiadó.
  21. Lane, R., Radesky, J. (2019): Digital media and autism spectrum disorders: Review of evidence, theoretical concerns, and opportunities for intervention. Journal of Developmental & Behavioral Pediatrics, 40(5), 364–368. o. https://doi.org/10.1097/DBP.0000000000000664
  22. Liszkai-Peres, K., Konok, V. (2022): A digitális bennszülöttek nyomában. Bemutatkozik az ELTE Alfa Generáció Labor. Anyanyelv-pedagógia, 15(4), 153–157. o. https://doi.org/10.21030/anyp.2022.4.10
  23. Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., Christakis, D. A. (2020): Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665–675. o. https://doi.org/10.1001/jamapediatrics.2020.0327
  24. Madigan, S., Racine, N., Tough, S. (2019): Prevalence of preschoolers meeting vs exceeding screen time guidelines. JAMA Pediatrics, 174(1), 93–95. o. https://doi.org/10.1001/jamapediatrics.2019.4495
  25. Mann, S., Calvin, A., Lenhart, A., Robb, M. B. (2025): The Common Sense census: Media use by kids zero to eight, 2025. Common Sense Media.
  26. Mustonen, R., Torppa, R., Stolt, S. (2022): Screen time of preschool-aged children and their mothers, and children’s language development. Children, 9(10), 1577. https://doi.org/10.3390/children9101577
  27. Ng, S. H., Kelly, B., Se, C. H., Sahathevan, S., Chinna, K., Ismail, M. N., Karupaiah, T. (2015): Reading the mind of children in response to food advertising: A cross-sectional study of Malaysian schoolchildren's attitudes towards food and beverages advertising on television. BMC Public Health, 15, 1047. https://doi.org/10.1186/s12889-015-2392-z
  28. Nugraha, A., Izah, N., Hidayah, N. S., Zulfiana, E., Qudriani, M. (2019): The effect of gadget on speech development of toddlers. Journal of Physics: Conference Series, 1175, 012203. https://doi.org/10.1088/1742-6596/1175/1/012203
  29. Radesky, J. S., Silverstein, M., Zuckerman, B., Christakis, D. A. (2014): Infant self-regulation and early childhood media exposure. Pediatrics, 133(5), e1172–e1178. o. https://doi.org/10.1542/peds.2013-2367
  30. Rideout, V., VJR Consulting. (2017): The Common Sense census: Media use by kids age zero to eight in America. Common Sense Media. https://doi.org/10.3886/ICPSR37491.v2
  31. Robinson, T. N., Banda, J. A., Hale, L., Lu, A. S., Fleming-Milici, F., Calvert, S. L., Wartella, E. (2017): Screen media exposure and obesity in children and adolescents. Pediatrics, 140(Suppl. 2), S97–S101. o. https://doi.org/10.1542/peds.2016-1758K
  32. Salunkhe, S., Bharaswadkar, R., Patil, M., Agarkhedkar, S., Pande, V., Mane, S. (2021): Influence of electronic media on speech and language delay in children. Medical Journal of Dr. D.Y. Patil Vidyapeeth, 14(6), 656–661. o. https://doi.org/10.4103/mjdrdypu.mjdrdypu_636_20
  33. Strouse, G. A., Samson, J. E. (2021): Learning from video: A meta-analysis of the video deficit in children ages 0 to 6 years. Child Development, 92(1), e20–e38. o. https://doi.org/10.1111/cdev.13429
  34. Televele Médiapedagógiai Egyesület. (2018): Digitális médiaműveltség szülőknek: Képzési kézikönyv. Digitális Jólét Nonprofit Kft.
  35. Tóth-Mózer, S., Lévai, D., Szekszárdi, J. (Eds.). (2012): Digitális Nemzedék Konferencia tanulmánykötet (23–27. o.). ELTE PPK.
  36. Vajda, Zs. (2005): Gyerekek a képernyőn. Iskolakultúra, 15(1), 35–52. o.
  37. Varga, L. (2019): Gyermekkor – a világra nyíló ablak. Benedek Elek Pedagógiai Kar.
  38. World Health Organization. (2019): Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization.

Most read articles by the same author(s)

1 2 3 > >>