Objective:

To explore the relationship between sociodemographic variables and cognitive development in early childhood, with a focus on recreational activities mediated and not mediated by technology.

Methodology:

A quantitative, non-experimental, cross-sectional, correlational-causal study was conducted in Cartagena, Colombia, between June and October 2023. The study involved 69 children aged 5 to 34 months, who were selected using non-probability convenience sampling. The children attended child development centres and daycare facilities, and their primary caregivers were also involved in the study. Sociodemographic data and information on the frequency of recreational activities, such as reading, outdoor play and electronic device use, were collected through a structured questionnaire. Cognitive development was assessed using the cognitive scale of the Battelle Developmental Inventory. Descriptive analyses, Spearman correlations and multiple linear regression were performed to estimate the associations and predictive relationships between the variables.

Results:

Higher maternal education and greater frequency of reading as a recreational activity were significantly associated with better cognitive performance, explaining 36.8% of the variance in Battelle Developmental Inventory cognitive scale scores. No significant relationship was identified between screen use and cognitive development.

Conclusion:

Maternal education and reading emerged as key factors in promoting cognitive development during early childhood. These findings emphasise the importance of providing stimulation at home and of conducting further research into the impact of technology in under-explored sociocultural contexts.

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