Table 1 Characteristics of the questionnaires and the samples

Mendelsohn, AL, Brockmeyer, CA, Dreyer BP, Fierman, AH, Berkule-Silberman, SB, & Tomopoulos, S. (2010).

253

6 months and 14 months

●

Hierarchical Multiple Linear Regression

●

●

●

●

Cognition

USA

Talking and interacting with children during the use of electronic devices with educational programs (not others) improves children's acquisition of language.

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018)

265

x = 62 month

(SD = 5.5)

●

ANOVA

●

●

Cognition

Greece

The use of computer or tablet with appropriate programs and software in a school context promote more learning.

Vatalaro, A., Culp, AM, Hahs-Vaughn, DL, & Barnes, AC (2018)

63

3 to 5 years

●

ANOVA

●

●

Cognition

USA

The use of well selected applications to improve vocabulary in a school context is better than the free use of electronic devices.

Huber, B., Yeates, M., Meyer, D., Fleckhammer, L., & Kaufman, J. (2018)

96

x = 36.3 month (SD = 7)

●

ANOVA

●

●

●

Cognition

Australia

The type of viewing interferes with the cerebral executive function of the children. Using an educational application makes the child more capable of delaying less quick gratification for a longer but better one, than seeing a normal cartoon. Between an educational application, an educational TV show or a normal cartoon, the application is the kind of media that has the best effect on memory. This study shows that the interaction and type of content is more important than merely screen time.

Taylora, G., Monaghana, P., & Westermanna, G. (2018)

131

x = 44.37 month (SD = 2.32)

x = 20.44 month (SD = 2.48)

●

ANOVA

●

●

●

Cognition

UK

There is no evidence that suports that screen time is positive or negatively related with children's vocabulary. There is a positive relationship between vocabulary and the time spent reading with children.

Bedford, R., Saez of Urabain, IR, Cheung. CHM, Karmiloff-Smith, A., & Smith, TJ (2016)

715

6 to 36 months

●

ANOVA

●

Cognition

UK

No negative relationship was found between the use of the touchscreen and the reaching of gross motor development. A positive relationship was found between use of the touchscreen and the attainment of fine motor skills.

Tomopoulos, S., Valdez, PT, Dreyer, BP, Fierman, AH, Berkule, SB, Kuhn, M., & Mendelsohn, AL (2007)

70

3 to 5 years

●

Multiple Regression

●

●

●

●

Cognition

USA

Increased exposure to non-educational content for children leads to less time for teaching and reading activities at home, which can negatively influence development.