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

<jats:p>&lt;p&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; 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. &lt;strong&gt;Objective.&lt;/strong&gt; 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. &lt;strong&gt;Methods and materials.&lt;/strong&gt; 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. &lt;strong&gt;Results. &lt;/strong&gt;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. &lt;strong&gt;Conclusions. &lt;/strong&gt;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.&lt;/p&gt;</jats:p>