Abstract
Since the advent of television in the 1950s, parents, educators, researchers, and policy makers have been concerned about the effects of screen time on children's development. Then, when computers became widely used, a new wave of interest in the positive and negative effects of this new medium was generated. Within the past 15 years, the development of the smartphone and tablet has completely changed the landscape of screen time. This review examines the current state of the research regarding the relation between children (from infancy to age 8 years) and screens. Using principles from the Science of Learning as a guide, we invite content creators and researchers to create a new wave of the digital revolution, one in which we need to prompt rather than substitute for social interaction.
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