Three-quarters of children aged 3 to 4 watch or play on screens, according to a study

Three-quarters of preschool children, aged 3 to 4, watch or play on screens , according to a study published Tuesday, which points to a link between playing on school days and academic performance.

According to this study published by Depp, the statistical service of the Ministry of Education, and covering a panel of children in school in 2021-22, 45% of nursery school pupils have at least one dedicated digital access (15% have their own tablet), and 75% watch or play on screens.

One in two children (50%) "regularly" watch screens. And one in ten (10%) play games "regularly," according to the families surveyed.

Another finding of the study: this access varies according to the socio-demographic characteristics of the students and the educational level of the mothers. 21% of children of unskilled workers own a tablet, compared to 7% of children of managers or business leaders. The frequency of regular gaming is also three times higher among children of unskilled workers.

Children of more highly qualified mothers (4 years of higher education or higher) have less access to screens: 85% of them never or almost never play, compared to 52% of children whose mothers are not qualified. 6% of them own a tablet, compared to 30% of children of mothers without qualifications.

The study also establishes a link with learning: regularly playing on screens during school days is linked to lower scores in skills tests, particularly in language, it indicates.

In detail, with equivalent socio-demographic characteristics, students who regularly play on screens during school days have language scores that are 22 standard deviation points lower, math scores 14 points lower, and cross-curricular skills scores 12 points lower. Those who regularly watch screens also have lower scores, but to a lesser extent.

When screen use is regulated, for example "with defined times of the day and controlled content," and supplemented by "other activities such as board games and reading time," the negative links with academic performance are, on the other hand, "considerably reduced," the study emphasizes.

Conversely, when children play regularly outside of school days, their scores are higher than those who never or almost never play (by 14 standard deviation points for transversal skills, 13 points in math and 10 points in language).