EXCESSIVE SCREEN EXPOSURE IN THE PRESCHOOL PHASE: AN ANALYSIS OF THE RELATIONSHIP WITH SIGNS AND SYMPTOMS CONSISTENT WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

Autism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, as well as restricted and repetitive patterns of behavior. Given the increase in children's digital screen exposure, this study aimed to understand how excessive screen time during the pre-school phase may influence the development of signs and symptoms compatible with ASD, in order to support preventive strategies. To this end, the effects of early and prolonged exposure to digital devices on neurodevelopment were investigated, the neurobiological mechanisms potentially affected by the reduction of real social interactions were characterized, and prevention strategies for the use of technologies by pre-school-aged children were proposed. This is a qualitative literature review conducted according to the PRISMA protocol. Searches were performed in PubMed/MEDLINE, the Virtual Health Library (BVS), and the CAPES Periodicals Portal, with a time filter from 2020 to 2025, using the descriptors "Autism," "Screen Time," and "Child Development" combined with Boolean operators. Twenty articles were included after screening by two independent reviewers. Results showed that excessive screen exposure is associated with impairments in language, attention, socialization, and psychomotor development, especially when it replaces real human interactions. Although there is no evidence of a direct causal relationship between screen time and ASD, the data indicate that unregulated use of digital devices may act as an aggravating or triggering factor in genetically predisposed children. It is concluded that limiting screen time, combined with strengthening face-to-face interactions and guidance for families and professionals, is a central prevention strategy.