Background: An exponential increase in screen time amongst children and adults, has given rise to a plethora of studies exploring the influences that this exposure may have on children’s development.Objectives: This review is specifically concerned with understanding the influence of screen time on children’s language development.Method: A scoping review was conducted to explore the available literature relating to the impact of screen time on children’s language development. The scoping review was based on the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) framework and the Joanna Briggs Institute (JBI) framework. The data were analysed using thematic content analysis.Results: This review identified 12 articles. It made an argument for the multifactorial relationship between screen time and language development, given the associated positive and negative effects. The results revealed core themes such as the influence of screen time being dependent on various factors and the diverse effects of screen time on children’s language development, with the inclusion of parents’ monitoring of and participation in viewing, playing a vital role in language development.Conclusion: The review indicated that an increase in the amount of screen time and an early age of onset of viewing have negative effects on language development, with older age of onset of viewing showing some benefits. Video characteristics, content and co-viewing also influences language development. This study demonstrates that the negative influences of screen time appear to outweigh the positive influences.
Purpose The far-reaching and extensive ramifications of COVID-19 from the impact on people, sectors, livelihoods, lifestyles, and typical day-to-day routines may only be fully realized over the next decade. Over and above the health sector, education was also hard hit. The harmful effects of the sudden cessation of synchronous learning for learners at every phase of education in South Africa remain perplexing and not yet fully understood. For students in their senior years of qualification in degrees at university, the ramifications of COVID-19 over 2020 have been especially significant given their certain entry into the work arena in 2021. Method This article highlights how the understanding of the full impact of COVID-19 in the university space cannot be separated from the struggles that have and continue to permeate higher education in South African universities since the fall of apartheid. Results The need for tangible data showing evidence of transformation within lecture spaces, teaching content, staff and student diversity, as well as access and belonging by students within the academic space, has been less than ideal. Thus, despite the writings in policy, evidence of real change at the ground level has been sparse. Although it is easy to nonchalantly overlook a small department, such as that of speech-language pathology, within the larger higher education sector in Johannesburg, South Africa, we showcase what we believe were gains in transformation in our department, until the somewhat rude appearance of COVID-19. Conclusion Despite a notable difference in the digital divide between students with and without access (financial, technological, and time), the promulgation for asynchronous online learning to ensure adherence to academic and clinical competency bode well for some, but not all, students.
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