Examining impacts of technology and digital media on cognitive and socioemotional skills and underlying neural mechanisms from age 3 to 6 years old

The National Institute of Child Health and Human Development awarded Hugo W. Moser Research Institute at Kennedy Krieger, Inc. $683,107 on August 10, 2026, under the Child Health and Human Development Extramural Research program (CFDA 93.865) to examine impacts of technology and digital media on cognitive and socioemotional development and neural mechanisms in children ages 3 to 6 years old.

The research addresses conflicting evidence on whether technology and digital media use produces adverse cognitive and socioemotional outcomes, benefits in certain contexts, or no discernible effect—termed differential susceptibility. The study will recruit 150 parents and their 3-year-old children, with a goal of at least 40 percent from underserved backgrounds (racial minority, poverty), and follow them annually through age 6 (early preschool through kindergarten). Baseline assessment at age 3 will measure language, emergent literacy, numeracy, executive function, and socioemotional skills; annual follow-up visits will repeat these measures. Structural and functional MRI using established play-based protocols will occur at ages 4 and 6. Technology and digital media use will be captured through a validated parent report survey and child usage data from a validated mobile sensor.

Work is performed in Baltimore, Maryland. The period of performance extends from August 10, 2026, through July 31, 2031.

Abstract

Technology and digital media (TDM) increasingly influence how young children learn and form relationships, amplified since the covid pandemic. The american academy of pediatrics (AAP) recommends limits on TDM use, citing risks for adverse cognitive, socioemotional (SE), school and health outcomes. However, evidence is conflicting and limited in scope, ranging from clear negatives, to benefits in certain contexts, to no discernible effect. This has been termed "differential susceptibility," a theme of this research project, though predisposing and protective factors are uncertain. Early childhood is a dynamic span of brain growth, where core functional networks are shaped (e.g., language), and also integrated (e.g., for reading and math). The overarching goal of this project is to address major research gaps and opportunities to better understand how TDM use during early childhood influences trajectories of cognitive, socioemotional and brain development driving long-term academic and health outcomes. IT builds on unique, cross-sectional preliminary data from MRI-based studies published by the applicant team, involving language and literacy skills at this age. A total of 150 parents and their 3-year-old children will be recruited, with a goal of at least 40% from underserved backgrounds (racial minority, poverty). Baseline assessment will be at age 3-years, with annual follow-up visits at ages 4, 5 and 6, reflecting early preschool through kindergarten. Measures of language, emergent literacy, numeracy, executive function and SE skills will be given at each visit by research staff. Visits at age 4 & 6 will include structural and functional MRI, using established, play-based protocols. TDM use will be measured with a validated parent report survey and child usage data captured using a validated mobile sensing APP installed in a device used by the child, and a time use diary completed by the child's parent. Both reported and measured TDM use will be used as predictors of cognitive and SE skills at each visit and changes between-visits (aim 1). These will also be used in MRI analyses as predictors of brain structure (cortical and white matter morphology) and function (activation, connectivity) at age 4 & 6 and changes between ages (aim 2). Both analyses will account for the influence of SEX, income and select TDM usage and family factors. The aim 1 hypotheses are that higher TDM use will predict lower skills, yet impacts will be moderated by TDM and family factors (e.g., content, parental use, reading). Aim 2 hypotheses are that higher TDM use will predict differences in brain structure and function supporting respective skills, moderated by the same factors. This project is highly significant as IT addresses major evidence gaps regarding impacts of TDM on vital skills during early childhood, a dynamic span of brain development shaped by experiences. IT is highly innovative as IT captures reported and objective TDM use, combines a range of cognitive and MRI measures in a longitudinal design to elucidate brain-behavior relationships, and accounts for potentially moderating factors. IT is timely on a societal level, addresses nichd aspirational and priorities, and has potential to inform AAP guidelines, interventions and additional research.