Nowadays, time spent in front of the screen is an everyday activity, both in lives of adults and children. Big turning point happened in 1997 when the first Baby Einstein video was released that marked the beginning of mass exposure of infants and young children to screen content due to the emphasis that these videos offer educational content. Even though there is no empirical evidence to support such claims, many started exposing their children to such content in order to contribute to their child's language development. However, more and more research is confirming the detrimental impact of screens on language, speech and communication development. Therefore, the aim of this review thesis is to provide insight into the findings of relevant research about screen use and their impact on language, speech and communication. A review of the literature was based on the Presented Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA-P 2020) guidelines, and it was found that there is a link between slower language development and children's exposure to screen content. Children who spent more time in front of the screen had poorer language development than children who spent less time watching the content on the screen. However, not all screen content is necessarily bad. Although due to their one-way communication and unadjusted input language, they often prevent a child from having a good language model, the key role is of parents to know how and in which way they will expose their child to screen content. Useful content has topic and language that is adapted for children, which is full of interactivity and requires that the child be involved in activities like commenting and answering questions. Parental planning and determining the time that is spent in front of the screen is of predominant importance so that children would still have the opportunity to explore the world around them without exploring it through two-dimensional screen content.