This study includes original research conducted through a survey completed by 21 parents of Kindergarten through 5th graders, as well as a review of the existing literature regarding a correlation between screen time and development in elementary-aged children. The survey sought to find a possible relationship between the amount of screen time a child engages in and various aspects of development including academic achievement, social/emotional well-being, and physical health; as well as to explore the level of information and education that parents have on the topic and their perspectives as to if screen time impacts development or not, and if guidance on screen use should be in place. Each of the participants reported that they believed excessive screen time can have negative effects, and therefore limits should be in place. The data concerning a relationship between screen time and development was inconclusive. The inability to draw conclusions from data is likely attributed to the small sample size and participants bias in completing surveys due to the sensitive nature of the topic. Review of the existing literature provides substantial evidence to a negative relationship between excessive screen time and early childhood development. It can be concluded that it is necessary for interventions to be made, including more specific recommendations to be produced concerning screen time limits and restrictions. Parents, educators, pediatricians, and others who spend a great deal of time with children should be well-informed of the impact screen use has on early childhood development.

Semester/Year of Award

Spring 2020


Jade H. Robinson

Mentor Department Affiliation

Teaching, Learning, and Educational Leadership

Access Options

Restricted Access Thesis

Document Type

Bachelor Thesis

Degree Name

Honors Scholars

Degree Level



Clinical Therapeutic Programs

Department Name when Degree Awarded

Communication Sciences and Disorders

IRB Approval Number (if applicable)