THE INFLUENCE OF REGULAR PRACTICE OF MUSICAL INSTRUMENTS ON SCREEN TIME AND COGNITIVE AND BEHAVIORAL ASPECTS OF CHILDREN

Abstract

This study aimed to analyze the effects of regular musical instrument practice in relation to screen exposure time and the cognitive and behavioral aspects of children aged 8 to 12 years. A mixed-methods approach was employed, combining bibliographic review and field research with a cross-sectional, descriptive, and comparative design. The investigation was conducted based on the perceptions of parents and guardians, which represents a methodological limitation but also serves as a valuable source of everyday observation. Data collection was carried out through structured online interviews using the Google Forms platform. The control group consisted of children who use screens, while the experimental group included children who, in addition to screen use, have been practicing a musical instrument for at least six months. The findings indicate that musical practice is associated with reduced screen time and significant improvements in attention, memory, concentration, social skills, organization, planning, and irritability, with the experimental group outperforming the control group across all evaluated domains. The results suggest that musical activity functions as a positive stimulator of neurodevelopment, enhancing brain plasticity and the refinement of cognitive and socioemotional functions essential for learning and social adaptation. Conversely, excessive screen use was found to be associated with developmental impairments in children. In light of these findings, the study underscores the relevance of music education as a means to foster the holistic development of digital-native children.