Presentation – CVC2026-711

Lookup: Beyond the screen, the future of childhood

Noah Lewis, University of Technology Sydney, Australia

Natasha Ferguson, University of Technology Sydney, Australia

Amber Dempsey, University of Technology Sydney, Australia

Olivia Cambouris, University of Technology Sydney, Australia

Cara Shivakumar, University of Technology Sydney, Australia

Eva Stojanovski, University of Technology Sydney, Australia

Background: This project investigates how digital technology affects the cognitive, social, and emotional development of preschool children aged 3–5 years. It was conducted by students at the University of Technology Sydney (UTS) as part of the final capstone subject of the Bachelor of Creative Intelligence and Innovation. It sought a hypothetical contribution to the Australian Government’s Department of Health, Disability and Ageing, and the eSafety Commissioner by exploring how increased screen exposure shapes early childhood development.

Aim: To examine the impact of screen exposure on preschoolers’ development and identify strategies that help parents encourage healthier technology habits in early childhood.

Method/approach: The project blends both transdisciplinary and traditional research methods, including interviews, questionnaires, literature reviews, and co-design testing. In primary research, 18 interviews were conducted with relevant industry experts and 63 parents were surveyed through an online questionnaire about their children’s technology usage. Questionnaire results informed a data analysis investigating correlations among technology exposure, parental attitudes, and contextual influences, and demographic, family, and parental factors. All participants provided informed consent, with ethical clearance certified by the UTS Transdisciplinary School.

Results/findings: The results showed that excessive and unregulated digital exposure may negatively affect preschoolers’ cognitive and social development, with a noticeable decline in skill development and emotional regulation, as observed by experts. Technology was found to be better regulated in formal educational spaces than the home, with an overwhelming lack of parental awareness and knowledge of the national screen time guidelines and strategies for managing digital use.

Conclusion: More accessible educational material is essential in supporting healthy technology habits in early childhood. This is imperative as informed parental decision-making correlates with healthier preschooler screen use.

Implications for children and families: You will benefit from clearer guidance and increased awareness about healthy screen time habits, supporting better cognitive, emotional, and social development during formative years.

Implications for practitioners: You can play an important role in reinforcing healthy screen time practices and informing parental choices through accessible educational resources and practical strategy.

Keywords: innovation, technology, digital media, early childhood, preschool, preschoolers, families, policy, early childhood education, early childhood centre, transdisciplinary

This presentation relates to the following United Nations Sustainable Development Goals: