Special Issue "International Perspectives on the Impact of Screen Devices on Early Childhood Education and Development"

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (1 September 2023) | Viewed by 102

Special Issue Editor

Human Development and Learning, University of the Sunshine Coast, Sunshine Coast, QLD 4556, Australia
Interests: neurological development in children; early and adolescent development; cognition and learning; educational psychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Since the turn of the century, screen devices have become far more prevalent in the lives of children. Some estimates suggest that 95% of children growing up in Western countries can competently use a mobile device by the age of 4, and most by the age of 1. Arguably, our understanding of the full impact of screen devices on early childhood education and development is not yet well known and is often contentious. In Australia, for example, the Federal Government recommends no screen time for children younger than 2 years of age, no more than one hour per day for children aged 2–5 and no more than 2 hours per day for those aged 5–17, while acknowledging that these recommendations are vastly exceeded by children every day. Meanwhile, the flawed efficacy of those guidelines, not unlike those of other countries, exists in a social milieu with increasing evidence of the deleterious impacts of extensive screen use on most aspects of child development, and by association, early childhood education.

This Special Issue aims to extend our understanding of the potential impact of screen devices on early childhood education and development by presenting recent empirical findings along with conceptual and/or theoretical explorations of said impact.  Importantly, this issue does not seek to demonize screen devices but rather offer new insights into the potential challenges and benefits of screen usage amongst young children. Indeed, any notion of what might constitute appropriate screen time is difficult to ascertain given ethical constraints in experimental designs, and as such, we are looking to present a balanced examination of the interplay of screen devices and child development and education.

Dr. Michael Nagel
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • screen devices
  • child development
  • technology
  • early childhood education
  • socio-emotional development
  • cognitive development
  • physical development

Published Papers

There is no accepted submissions to this special issue at this moment.
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