The impact of joint media engagement on parent–child interactions: A systematic review
Open accessAbstract
The American Academy of Paediatrics recommend that parent and children (aged 2–18 years) jointly engage in media yet the impact on interactions is unknown. This systematic review identified joint media engagement (JME) rates, the supports offered by parents and children to each other and the impact of JME on parent–child interactions. A search within six article databases (ProQuest, PsycInfo, Web of Science, Scopus, Pub Med, and CINAHL) from January 2007 to June 2019 found 7,130 results. Included papers involved parent–child dyads engaging in JME with a smartphone or tablet. In the 27 identified papers, most parents engaged in JME sometimes (41–72%) compared to JME use that was frequent (13–38%) and JME refusal (4–8%). Parents and children supported each other with cognitive, physical, technical, and affective techniques. Children were more engaged during JME activities and key elements of language quality was reduced compared to nonmobile device activities (such as toy play). The impact of JME on language quantity, warmth, scaffolding and the overall parent–child relationship was inconsistent, however, several factors that potentially influenced this impact were identified. Research investigating these factors and how apps may foster interactions is needed.
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The review found that caregivers verbalize, teach, and scaffold children about the devices themselves and provide positive affective prompts during joint media engagement.
“This review found that caregivers verbalize, teach, and scaffold children about the devices themselves and provide positive affective prompts during joint media engagement.54”
From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [54]
One systematic review of parent-child joint media engagement suggested mixed findings, likely depending on the nature of the digital media task, age of child, and comparison condition.
“One systematic review of parent-child joint media engagement suggested mixed findings, likely depending on the nature of the digital media task, age of child, and comparison condition (eg, toys, books, TV).54”
From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [54]
Compared with nondigital devices, joint media engagement was sometimes associated with reduced caregiver language overall and occasional negative interactions for young children.
“Compared with nondigital devices, joint media engagement was sometimes associated with reduced caregiver language overall and occasional negative interactions for young children (eg, pushing caregivers’ hands away or using tablets in more isolated ways).54”
From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [54]
Caregivers can shape the digital experiences of their children.
“Caregivers have the power to shape their children’s digital experiences.23,54”
From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [54]
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- Authors
- Ewin, C. A., Reupert, A. E., McLean, L. A., & Ewin, C. J.
- Affiliations
- The University of Melbourne (AU)
- Monash University (AU)
- Corresponding author
- Ewin, Carrie A.
- Venue
- Human Behavior and Emerging Technologies
- Publisher
- Wiley
- Published
- 2020-07-13
- Volume
- 3
- Issue
- 2
- Pages
- 230-254
- ISSN
- 2578-1863 (ISSN-L)
- OpenAlex
- W3042654373
- Cited by
- 122
- References
- 71
- Citations by year
- 2026: 34 · 2025: 27 · 2024: 21 · 2023: 16 · 2022: 13 · 2021: 9 · 2020: 2
- FWCI
- 3.19
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Human Behavior and Emerging Technologies (publishedVersion)
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Education › Educational Methods and Impacts
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- joint media engagement, parent-child interaction, mobile devices, smartphones, tablets, language development, scaffolding, parent-child relationship, child engagement, parental support
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