Almazova, O. V., Bukhalenkova, D. A., & Chichinina, E. A. (2025). Mediating first graders’ digital activity: Do only parents play a role? Nauka Televideniya—The Art and Science of Television, 21(1), 175–203. https://doi.org/10.30628/19949529-2025-21.1-175-231
Altmann, E. G., Pierrehumbert, J. B., & Motter, A. E. (2009). Beyond word frequency: Bursts, lulls, and scaling in the temporal distributions of words. PLOS ONE, 4(11), e7678. https://doi.org/10.1371/journal.pone.0007678
Andoniou, C. (2025). Digital childhoods: Synthetes, A-voiders, and equilibrants in the age of AI. New Ideas in Child and Educational Psychology, 3–4(5), 3–21. https://doi.org/10.11621/nicep.2025.0506
Bhutani, P., Gupta, M., Bajaj, G., Deka, R. C., Satapathy, S. S., & Ray, S. K. (2024). Is the screen time duration affecting children’s language development? A scoping review. Clinical Epidemiology and Global Health, 25, 101457. https://doi.org/10.1016/j.cegh.2023.101457
Bingham, G. E., Jeon, H. J., Kwon, K. A., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children's oral language skills. Infant and Child Development, 26(5), e2020. https://doi.org/10.1002/icd.2020
Bozorgian, H., Shamsi, E., & Saberan, M. H. (2026). Working memory, gender, and EFL listening comprehension: Metacognitive intervention through L1. Language Related Research, 17(3), 119–143. doi: 10.48311/lrr.2025.7159
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bukhalenkova, D. A., Veraksa, A. N., Guseva, U. D., & Oshchepkova, E. S. (2024). The relationship between vocabulary size and emotion understanding in children aged 5–7 years. Lomonosov Psychology Journal, 47(4), 150–176. https://doi.org/10.11621/LPJ-24-44
Chigarkova, S. V., & Soldatova, G. U. (2026). Formula for the digital wellbeing of the personality. National Psychological Journal, 21(1), 44–53. https://doi.org/10.11621/npj.2026.0104
Christakis, D. A., & Hale, L. (Eds.). (2025). Handbook of children and screens: Digital media, development, and well-being from birth through adolescence. Springer.
Dale, P. S., Paul, A., Rosholm, M., & Bleses, D. (2023). Prediction from early childhood vocabulary to academic achievement at the end of compulsory schooling. Denmark. International Journal of Behavioral Development, 47(2), 123–134. https://doi.org/10.1177/01650254221116878
Derakhshan, A. & Park, Y. (2026). The role of multimodal AI technologies in EFL students’ perceived positive and negative achievement emotions: An existential positive psychology (EPP) perspective. Language Related Research, 17(3), 1–28. doi: 10.48311/lrr.2025.118514.83043
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310. https://doi.org/10.3102/0013189X10370204
Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. https://doi.org/10.1111/cdev.13225
Duch, H., Fisher, E. M., Ensari, I., Font, M., Harrington, A., Taromino, C., & Rodriguez, C. (2013). Association of screen time use and language development in Hispanic toddlers: A cross-sectional and longitudinal study. Clinical Pediatrics, 52(9), 857–865. https://doi.org/10.1177/0009922813492881
Feuerstein, M. (1999). Media literacy in support of critical thinking. Journal of Educational Media, 24(1), 43–54. https://doi.org/10.1080/1358165990240104
Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The effects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334–1348. https://doi.org/10.1037/dev0000512
Galea, C., Jones, A., Ko, K., Salins, A., Robidoux, S., Noble, C., & McArthur, G. (2025). Home-based shared book reading and developmental outcomes in young children: A systematic review with meta-analyses. Frontiers in Language Sciences, 4, 1540562. https://doi.org/10.3389/flang.2025.1540562
Gavrilova, M., Dvorskaya, E., & Sukhikh, V. (2025). The impact of digital media on play activity in preschool children: A psychological study. World of Media. Journal of Russian Media and Journalism Studies, 4, 28–45. https://doi.org/10.30547/worldofmedia.4.2025.2
Hofferth, S. L. (2010). Home media and children’s achievement and behavior. Child Development, 81(5), 1598–1619. https://doi.org/10.1111/j.1467-8624.2010.01494.x
Jalilevand, N., Mohamadi, R., Ghorbani, A., Kamali, M., Hassanpour, N., Heydarpanahi, S., et al. (2022). Psychometric evaluation of the receptive picture vocabulary test for Persian-speaking children. Function and Disability Journal, 5, E73. https://dx.doi.org/10.32598/fdj.5.73
Johnson, G. M. (2010). Internet use and child development: Validation of the ecological techno-subsystem. Journal of Educational Technology & Society, 13(1), 176–185. https://www.jstor.org/stable/jeductechsoci.13.1.176
Kortava, T. V. (2024). Power of word in the education of a person and a citizen of the fatherland. Lomonosov Pedagogical Education Journal, 22(1), 54–71. https://doi.org/10.55959/LPEJ-24-03
Lee, J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32(1), 69–92. https://doi.org/10.1017/S0142716410000299
Lenhart, J., Suggate, S. P., & Lenhard, W. (2022). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589–607. https://doi.org/10.1080/10409289.2021.1915651
Li, G., Zhen, F., Gunderson, L., & Lin, Z. (2026). Home literacy environment and early bilingual vocabulary development among Chinese–Canadian children: A longitudinal study. International Journal of Bilingual Education and Bilingualism, 29(2), 219–241. https://doi.org/10.1080/13670050.2025.2530213
Li, L., Zhang, J., & Li, Y. (2026). From family socioeconomic status to vocabulary: The mediating roles of traditional and digital home literacy environment in Chinese preschoolers. Early Childhood Research Quarterly, 76, 367–377. https://doi.org/10.1016/j.ecresq.2026.04.008
Lim, C. T., & Chew, F. P. (2018). Using poems to increase phonological awareness among children. In F. L. Gaol, F. Hutagalung, & C. Peng (Eds.), Issues and trends in interdisciplinary behavior and social science: Proceedings of the 6th International Congress on Interdisciplinary Behavior and Social Sciences (ICIBSoS 2017), July 22–23, 2017, Bali, Indonesia (pp. 33–40). CRC Press.
Liu, Y., & Gao, J. (2025). The influence of home computer and internet on junior high school students’ cognitive ability: Evidence from China education panel survey. Education and Self-Development, 20(1), 12–26. https://doi.org/10.26907/esd.20.1.02
Lo, C. K. M., Chan, K. L., Chan, E. W. W., Ho, F. K., & Ip, P. (2024). Differential associations between quantity, content, and context of screen time and children’s health-related quality of life: A two-wave study. Computers in Human Behavior, 158, 108284. https://doi.org/10.1016/j.chb.2024.108284
Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665–675. https://doi.org/10.1001/jamapediatrics.2020.0327
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Muhinyi, A., & Rowland, C. F. (2023). Contributions of abstract extratextual talk and interactive style to preschoolers’ vocabulary development. Journal of Child Language, 50(1), 198–213. https://doi.org/10.1017/S0305000921000696
Mustafaeva, A. O., Nikolaeva, N. O., & Efimova, V. L. (2025). Screen time and speech in young children. Comprehensive Child Studies, 7(1), 14–22. https://doi.org/10.33910/2687-0223-2025-7-1-14-22
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children's language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
Oshchepkova, E. S., Kartushina, N. A., Aslanova, M. S., Dmitrieva, M. E., & Airapetyan, Z. V. (2025). Development and validation of a picture test for assessing the passive vocabulary of children aged 4–8 years. Clinical Psychology and Special Education, 14(3), 200–220. https://doi.org/10.17759/cpse.2025140313
Oshchepkova, E. S., Shatskaya, A. N., Makarevskaya, Y. E., & Tvardovskaya, A. A. (2025). The relationship between screen time and expressive language (active vocabulary and narrative production skills) in preschoolers. Psychological Science and Education, 30(2), 19–31. https://doi.org/10.17759/pse.2025300202
Proekt, Y. L., Spasskaya, E. B., Ivanushkina, N. O., & Bocharova, O. S. (2024). Assessing the impact of using mobile devices on school students’ educational outcomes: A second-order meta-analysis. Russian Psychological Journal, 21(2), 35–59. https://doi.org/10.21702/rpj.2024.2.3
Proekt, Y. L., Spasskaya, E. B., Ivannushkina, N. O., & Sidnenko, E. V. (2025). Building vs. banning: Development, preliminary validation and evaluation of a parental mediation questionnaire for schoolchildren’s digital behavior. Psychology in Education, 7(2), 165–183. https://doi.org/10.33910/2686-9527-2025-7-2-165-183
Rayce, S. B., Okholm, G. T., & Flensborg-Madsen, T. (2024). Mobile device screen time is associated with poorer language development among toddlers: Results from a large-scale survey. BMC Public Health, 24, 1050. https://doi.org/10.1186/s12889-024-18447-4
Read, K., Furay, E., & Zylstra, D. (2019). Using strategic pauses during shared reading with preschoolers: Time for prediction is better than time for reflection when learning new words. First Language, 39(5), 508–526. https://doi.org/10.1177/0142723719846583
Read, K., Padula, L., Piacentini, J., & Vo, V. (2022). Children’s lexical anticipation when listening to rhymes. Journal of Cognition and Development, 23(1), 148–160. https://doi.org/10.1080/15248372.2021.1964505
Rean, A. A., Egorova, A. V., & Konovalov, I. A. (2025). Screen time in relation to the manifestation of different types of aggression in older adolescence. Lomonosov Psychology Journal, 48(2), 60–83. https://doi.org/10.11621/LPJ-25-12
Savchenko, N. L., Petrakova, A. V., & Siyan, M. V. (2025). On the way from kindergarten: What parents following different parenting styles talk about with their children. Theoretical and Experimental Psychology, 18(4), 159–177. https://doi.org/10.11621/TEP-25-34
Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360–374. https://doi.org/10.2307/747933
Sigmundová, D., & Sigmund, E. (2021). Weekday–weekend sedentary behavior and recreational screen time patterns in families with preschoolers, schoolchildren, and adolescents. International Journal of Environmental Research and Public Health, 18(9), 4532. https://doi.org/10.3390/ijerph18094532
Smith, N. A., Kelley, E. S., Jeon, H., Ispa, J. M., & McMurray, B. (2024). The “what” and “when” of language input to children: Linguistic and temporal predictors of vocabulary in 3-year-olds. Developmental Psychology, 60(12), 2321–2329. https://doi.org/10.1037/dev0001819.
Stange, T. V., & Wyant, S. L. (2008). Poetry proves to be positive in the primary grades. Reading Horizons: A Journal of Literacy and Language Arts, 48(3), Article 5. https://scholarworks.wmich.edu/reading_horizons/vol48/iss3/5
Sundqvist, A., Majerle, N., Heimann, M., & Koch, F. S. (2024). Home literacy environment, digital media and vocabulary development in preschool children. Journal of Early Childhood Research, 22(4), 570–583. https://doi.org/10.1177/1476718X241257337
Tulviste, T., & Tulviste, J. (2024). Weekend screen use of parents and children associates with child language skills. Frontiers in Developmental Psychology, 2, 1404235. https://doi.org/10.3389/fdpys.2024.1404235
Veraksa, A. N., Bukhalenkova, D. A., Chichinina, E. A., Kalimullin, A. M., Oshchepkova, E. S., Shatskaya, A. N., & Zinchenko, Y. P. (2024). Digital devices in life of modern preschoolers. Nauka Televideniya—The Art and Science of Television, 20(1), 171–215. https://doi.org/10.30628/1994-9529-2024-20.1-171-215
Veraksa, A. N., & Rodova, S. D. (2025). The relationship between the use of digital devices and executive functions in preschoolers: Parental involvement. Preschool Education Today, 19(2), 4–13. https://doi.org/10.24412/2782-4519-2025-2128-4-13
Veresov, N. N., Veraksa, A. N., & Plotnikova, V. A. (2025). PlayWorld to promote narrative development: Evidence from a double-blind control experiment. Psychology in Russia: State of the Art, 18(3), 140–157. https://doi.org/10.11621/pir.2025.0309
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Xie, W., Lu, J., & Lin, X. (2024). Is screen exposure beneficial or detrimental to language development in infants and toddlers? A meta-analysis. Early Child Development and Care, 194(4), 606–623. https://doi.org/10.1080/03004430.2024.2349622
Zhenya, C., Aifeng, Z., & Ling, W. (2024). An isochronic substitution benefit study of the effects of screen time on the cognitive abilities of 3–6 children. Frontiers in Psychology, 15, 1421341. https://doi.org/10.3389/fpsyg.2024.1421341
Zhou, J., Ding, Z., Zhang, M., Wei, X., An, W., Zhu, Z., et al. (2025). Developing and validating accurate test scale for Mandarin vocabulary comprehension ability of preschool children. International Journal of Language & Communication Disorders, 60(6), e70141. https://doi.org/10.1111/1460-6984.70141
Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425–1439. https://doi.org/10.1037/a0030347
Compliance with Ethical Standards
Ethical Approval: All procedures performed in the study were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
Conflicts of interest/Competing interests: The authors declare that they have no conflicts of interest.
Informed Consent: Informed consent was obtained from all the individual participants’ parents included in this study.
Data Availability: The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request.
Authors’ contribution: All authors have materially participated in the research and article preparation. Additionally, all authors have approved the final article.
Funding: The research was supported by the Russian Science Foundation (number 23-78-30005)
جستارهای زبانی