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Psychological-Educational Studies
2026. Vol. 18, no. 1, 21–35
doi:10.17759/psyedu.202610101
ISSN: 2587-6139 (online)

Relationships between mental development and learning of children from 3 to 12 and digital device use: a summary of meta-analyses

 
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Abstract

Context and relevance. The active use of digital devices by children raises questions about their impact on mental development and the learning process. The results of individual studies devoted to this problem often contradict each other. In this context, meta-analyses are the most reliable source of scientific knowledge, providing results based on a variety of studies. Their findings can serve as a basis for decision-making by parents and educators regarding the use of digital devices by children. Objective. The purpose of this work was to summarize the results of meta-analyses that reported the magnitude of the effect of using digital devices on various aspects of mental development and learning in children from 3 to 12 years old. Methods and materials. The meta-analyses were selected according to the following criteria: The meta-analysis has been published over the past 5 years (from 2020 to 2024); covers at least 10 studies; complies with PRISMA standards for meta-analyses. Results. According to these criteria, this paper examines 6 meta-analyses that reported on the relationship between speech and socio-emotional development, as well as children's learning in the context of quantitative (duration of screen time) and qualitative (type of content, degree of interactivity, sharing) characteristics of digital device use. The compared effect sizes indicate that prolonged screen time is statistically significantly associated with difficulties in speech development and problems of externalized and internalized behavior. At the same time, content specifically designed for educational purposes and aimed at speech development significantly contributes to improving speech skills and increasing vocabulary. The consumption of age-inappropriate content leads to a decrease in the level of prosocial behavior. A high degree of interactivity and watching together with an adult are associated with higher speech skills and learning effectiveness. Conclusions. There are statistically significant links between development and learning and the quantitative and qualitative characteristics of children's use of digital devices. Based on the work carried out, practical recommendations have been formulated for teachers, parents and researchers regarding the optimal organization and study of the digital experience of modern children.

General Information

Keywords: developmental psychology, mental development, learning, digital devices, screen time

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.202610101

Funding. The study was conducted within the framework of the state assignment of the Federal Scientific Center of Psychological and Multidisciplinary Research (Project No. FNRE-2026-0005) "Psychological risks of the digital environment for the cognitive and motivational sphere in children and ways to minimize them".

Received 27.02.2025

Revised 26.08.2025

Accepted

Published

For citation: Mikhitaeva, M.Sh., Gavrilova, M.N. (2026). Relationships between mental development and learning of children from 3 to 12 and digital device use: a summary of meta-analyses. Psychological-Educational Studies, 18(1), 21–35. (In Russ.). https://doi.org/10.17759/psyedu.202610101

© Mikhitaeva M.Sh., Gavrilova M.N., 2026

License: CC BY-NC 4.0

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Information About the Authors

Malikat S. Mikhitaeva, Postgraduate Student, Faculty of Psychology, Lomonosov Moscow State University (MSU), Moscow, Russian Federation, ORCID: https://orcid.org/0009-0009-8764-3108, e-mail: mikhitaevam@gmail.com

Margarita N. Gavrilova, Candidate of Science (Psychology), Researcher Assistant, Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research, Researcher, Chair of Psychology of Education and Pedagogics, Department of Psychology, M. V. Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-8458-5266, e-mail: gavrilovamrg@gmail.com

Contribution of the authors

Malikat Sh. Mikhitaeva – search, analysis and synthesis of data, interpretation of results, writing the manuscript text.

Margarita N. Gavrilova – justification of the research concept (formulation of the research idea and purpose), development of methodology, editing of the manuscript text; final approval of the manuscript for publication.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was reviewed and approved by the Ethics Committee for Scientific Research of the Federal Scientific Center of Psychological and Multidisciplinary Research (Opinion No. 3 dated December 19, 2025)

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