Digital Media and Preschoolers: Implications for Visual Spatial Development

Abstract

Preschoolers’ integrated technology usage was examined related to cognitive and visual spatial functioning. The sample consisted of 502 typically developing preschool children. Parent/caregiver reports of children’s television viewing and digital technology usage, and WPPSI-IV intelligence scale scores and Visual Spatial Composite scores were examined. The preschoolers’ screen time was also compared to a previous sample to look for changes in television viewing patterns over time. The results provide evidence of the interaction between digital media usage and visual spatial abilities. Preschoolers with higher reported digital media usage had lower WPPSI-IV Visual Spatial Composite scores and Full Scale IQ scores. Television viewing patterns have remained the same over time, but usage of technological devices has increased. Lower SES, and historically disadvantaged populations have greater usage time overall. Lower maternal education levels were also linked to higher usage. Practical implications for prevention, early intervention, education and policy are discussed.