Parental Communication Strategies During Screen Time in Early Childhood: A Scoping Review of Joint Media Engagement

Background: This scoping review aimed to systematically identify communication strategies used during Joint Media Engagement (JME) and examine their associations with developmental outcomes and contextual factors. Methods: A systematic search of seven databases (up to April 2025) was conducted using Rayyan, following PRISMA-ScR guidelines; 26 studies met inclusion criteria and were synthesized to categorize parent communication strategies and their theoretical underpinnings. Results: Fifteen distinct communication strategies were identified and organized into four theoretical frameworks; Social Learning, Sociopragmatic, Behaviourist, and Theory of Mind along with a fifth category for technical scaffolding. Strategies aligned with Social Learning were most frequently reported and consistently associated with improvements in children’s language, cognitive, and socio-emotional outcomes. Findings also showed that JME strategies vary based on contextual factors, including parent type, geography, device type, media content, and child characteristics. Although most studies did not explicitly focus on JME, those employing mixed methods provided deeper insights. Conclusions: JME is shaped by both interaction quality and context, with Social Learning-based strategies playing a central role in supporting child development. The findings highlight the need for more rigorous, JME-focused research across diverse digital formats to strengthen the evidence-based parent coaching approaches to optimize JME practices in early childhood.