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Yazıcı Çakıroğlu T, Sapsağlam Ö. Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns. CHILDREN (BASEL, SWITZERLAND) 2024; 11:856. [PMID: 39062305 PMCID: PMC11276093 DOI: 10.3390/children11070856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2024] [Revised: 07/05/2024] [Accepted: 07/08/2024] [Indexed: 07/28/2024]
Abstract
Children who open their eyes to a digital world begin interacting with screens in the early years of life. The interaction between screens and children starts from the very first moments of life and intensifies over time. The aim of this study is to examine the effects of screen use patterns on the life habits of preschool children. In this context, the relationships between problematic media use, eating habits, and self-care skills among preschool children are analyzed from various perspectives. Structured according to a mixed-methods research approach, this study employs both qualitative and quantitative research designs. The study group consists of 582 children continuing their education in preschool institutions across seven different regions and nine different provinces in Turkey, along with 20 of their parents. Random and non-random sampling methods were used to form the study group. Quantitative data were collected using the Problematic Media Use Measure, Children's Eating Behavior Inventory, and Preschool Children (36-72 months) Self-Care Skills Scale-Teacher Form, while qualitative data were gathered through a semi-structured parent interview form. The study results indicate that problematic media use and eating behaviors significantly vary according to the screen time of children, with an increase in problematic media use linked to a rise in negative eating behaviors. Parents are found to perceive the use of media devices during mealtime as a necessity, thus employing them, and believe that their children's social behaviors are shaped according to screen content.
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Affiliation(s)
- Tuğba Yazıcı Çakıroğlu
- Department of Child Care and Youth Services, Child Development Program, 29100 Gumushane, Turkey
| | - Özkan Sapsağlam
- Department of Preschool Education, Yildiz Technical University, 34220 Istanbul, Turkey;
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Chakranon P, Huang JP, Au HK, Lin CL, Chen YY, Mao SP, Lin WY, Zou ML, Estinfort W, Chen YH. The importance of mother-child interaction on smart device usage and behavior outcomes among toddlers: a longitudinal study. Child Adolesc Psychiatry Ment Health 2024; 18:79. [PMID: 38943161 PMCID: PMC11214231 DOI: 10.1186/s13034-024-00772-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Accepted: 06/21/2024] [Indexed: 07/01/2024] Open
Abstract
BACKGROUND In recent years, smart devices have become an integral part of daily life. However, longitudinal studies, particularly those regarding the relationship between toddlers' smart device usage and behavioral outcomes, are limited. Understanding the impact of parent-child interactions on this relationship is crucial for enhancing toddlers' developmental outcomes. Accordingly, this study examined the influence of early screen time and media content exposure on toddlers' behaviors, as well as the positive effects of mother-child interactions on this influence. METHODS We used relevant data related to 277 children born between November 2016 and July 2020 and who were part of an ongoing prospective follow-up study conducted across five hospitals in Taipei City, Taiwan. We analyzed (1) data from maternal reports regarding children's behavior by using the Child Behavior Checklist (for ages 11/2-5 years), (2) assessments of mother-child interactions by using the Brigance Parent-Child Interactions Scale, and (3) self-reported parental data covering the first 3 postpartum years. Statistical analyses involved group-based trajectory modeling and multiple linear regression. RESULTS A considerable increase in screen time between the ages of 1 and 3 years was associated with less favorable behavioral outcomes at age 3. These outcomes included somatic complaints [adjusted beta coefficient (aβ) = 2.17, 95% confidence interval (CI) = 0.39-3.95, p-value = 0.01], withdrawal (aβ = 2.42, 95% CI = 0.15-4.69, p-value = 0.04), and aggressive behavior (aβ = 6.53, 95% CI = 0.25-12.81, p-value = 0.04). This association was particularly evident among children with lower levels of mother-child interaction. Nevertheless, positive mother-child interactions mitigated most of the adverse effects. Additionally, increased exposure to games and cartoons was associated with poorer behavioral outcomes in all children except for those experiencing positive mother-child interactions. CONCLUSION Early mother-child interactions play a crucial role in mitigating the risk of behavioral problems in toddlers who spend prolonged periods looking at screens and who are frequently exposed to game and cartoon content.
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Affiliation(s)
- Pairote Chakranon
- School of Public Health, College of Public Health, Taipei Medical University, New Taipei City, Taiwan
| | - Jian-Pei Huang
- Department of Obstetrics and Gynecology, Mackay Memorial Hospital, Taipei, Taiwan
| | - Heng-Kien Au
- Department of Obstetrics and Gynecology, Taipei Medical University Hospital, Taipei, Taiwan
- Department of Obstetrics and Gynecology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Chen-Li Lin
- Department of Obstetrics and Gynecology, Heping Fuyou Branch, Taipei City Hospital, Taipei, Taiwan
| | - Yi-Yung Chen
- Department of Obstetrics and Gynecology, Mackay Memorial Hospital, Taipei, Taiwan
| | - Shih-Peng Mao
- Department of Obstetrics and Gynecology, Ministry of Health and Welfare, Taipei Medical University-Shuang Ho Hospital, New Taipei City, Taiwan
| | - Wen-Yi Lin
- Ph.D. Program in Medical Neuroscience, College of Medical Science and Technology, Taipei Medical University and National Health Research Institutes, New Taipei City, Taiwan
| | - Ming-Lun Zou
- School of Public Health, College of Public Health, Taipei Medical University, New Taipei City, Taiwan
| | - Wanda Estinfort
- Department of Epidemiology and Environmental Health, School of Public Health and Health Professions, University at Buffalo, State University of New York, Buffalo, USA
| | - Yi-Hua Chen
- School of Public Health, College of Public Health, Taipei Medical University, New Taipei City, Taiwan.
- Neuroscience Research Center, Taipei Medical University, Taipei, Taiwan.
- Research Center of Health Equity, College of Public Health, Taipei Medical University, New Taipei City, Taiwan.
- School of Public Health, College of Public Health, Taipei Medical University, 10F., Biomedical Technology Building, Shuang-Ho Campus, No. 301, Yuantong Rd., Zhonghe Dist., New Taipei City, Taiwan.
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Binet MA, Couture M, R Chevrier J, S Pagani L, Garon-Carrier G, Fitzpatrick C. Preschooler Screen Time During the Pandemic Is Prospectively Associated With Lower Achievement of Developmental Milestones. J Dev Behav Pediatr 2024; 45:e243-e250. [PMID: 38507651 DOI: 10.1097/dbp.0000000000001263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 01/22/2024] [Indexed: 03/22/2024]
Abstract
OBJECTIVE The aim of this study was to assess the developmental risks associated with total screen time, and specifically newer mobile devices, in the context of the pandemic. METHODS This study uses parent-reported data from a prospective cohort of Canadian preschool-age children. The exposure variable is child daily screen time measured at the age of 3.5 years categorized as light (<1 hr/d), moderate (1-4 hr/d), or intensive (>4 hr/d) use (N = 315). Time spent on mobile devices was considered separately as a continuous variable. Our outcome is child global development scores, which combine assessments of communication, cognitive, personal-social, and motor skills measured at the age of 4.5 years using the Ages and Stages Questionnaire (ASQ) (N = 249, 79% retained). ASQ scores were dichotomized to distinguish children at risk of developmental delays (below the 15th percentile) from those not at risk. We estimate associations between child screen time and later global development using multiple regressions adjusted for child sex and temperament, and parent education. We also examine whether associations are moderated by child and parent characteristics. RESULTS Logistic regressions revealed that intensive users were more at risk of global developmental delays compared with light users (OR = 4.29, p = 0.020). Mobile device use was also associated with lower global scores (β = -3.064; p = 0.028), but not with risk of delays. We found no evidence that associations were moderated by child sex and temperament, or parent education. CONCLUSION The findings suggest that intensive screen time may be associated with delays in child global development. Early childhood professionals should encourage families with preschoolers to prioritize screen-free activities to promote optimal cognitive, language, social, and motor development.
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Affiliation(s)
- Marie-Andrée Binet
- Faculty of Medicine and Health Sciences, Department of Rehabilitation, Université de Sherbrooke, Sherbrooke, Québec, Canada
| | - Mélanie Couture
- Faculty of Medicine and Health Sciences, Department of Rehabilitation, Université de Sherbrooke, Sherbrooke, Québec, Canada
| | - Jonathan R Chevrier
- Faculty of Education Sciences, Department of Education, Université Laval, Québec, Canada
| | - Linda S Pagani
- Faculty of Arts and Sciences, School of Psychoeducation, Université de Montréal, Québec, Canada
- CHU Sainte-Justine Pediatric Hospital Research Center, Université de Montréal, Québec, Canada
- School Environment Research Group, Université de Montréal, Québec, Canada
| | - Gabrielle Garon-Carrier
- Faculty of Education Sciences, Department of Preschool and Primary School Education, Université de Sherbrooke, Québec, Canada
| | - Caroline Fitzpatrick
- Faculty of Education Sciences, Department of Preschool and Primary School Education, Université de Sherbrooke, Québec, Canada
- University of Johannesburg, Department of Childhood Education, Johannesburg, South Africa
- School Environment Research Group, Université de Montréal, Québec, Canada
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Harandian K, Necsa B, Barnett TA, Pagani LS. Family Meal Environment Differentially Conditions the Prospective Association between Early Childhood Screen Time and Key Social Relationships in Adolescent Girls. CHILDREN (BASEL, SWITZERLAND) 2024; 11:145. [PMID: 38397257 PMCID: PMC10886694 DOI: 10.3390/children11020145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 01/19/2024] [Accepted: 01/22/2024] [Indexed: 02/25/2024]
Abstract
Background: Despite screen time recommendations, children are increasingly spending time on electronic devices, rendering it an important risk factor for subsequent social and developmental outcomes. Sharing meals could offer a way to promote psychosocial development. This study examines the interaction between family meal environment and early childhood screen time on key adolescent social relationships. Methods: Participants are 1455 millennial children (49% boys) from the Quebec Longitudinal Study of Child Development birth cohort. Parents reported on child screen use at ages 2 and 6 years and family meal environment quality at age 6 years. Parents and children reported on parent-child relationships and peer victimization experiences, respectively, at age 13 years. Sex-stratified multiple regression estimated the direct association between screen time trends, family meal environment quality, and their interaction on later social relationship outcomes. Results: For girls, when preschool screen time increased, sharing family meals in high-quality environments was associated with more positive and less conflictual relationships with their mothers, whereas meals shared in low- and moderate-quality environments were associated with fewer instances of victimization by their peers. Non-linear associations were not significant for boys. Conclusion: Capitalizing on family meal environment represents a simple/cost-efficient activity that can compensate for some long-term risks associated with increased screen use, above and beyond pre-existing and concurrent individual and family characteristics. Public health initiatives may benefit from considering family meals as a complementary intervention strategy to screen use guidelines.
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Affiliation(s)
- Kianoush Harandian
- School of Psycho-Education, University of Montreal, Montreal, QC H3C 3J7, Canada; (K.H.); (B.N.)
- School Environment Research Group, University of Montreal, Montreal, QC H3C 3J7, Canada
| | - Beatrice Necsa
- School of Psycho-Education, University of Montreal, Montreal, QC H3C 3J7, Canada; (K.H.); (B.N.)
| | - Tracie A. Barnett
- Sainte-Justine’s Hospital Research Center, Montreal, QC H3T 1C5, Canada
- Department of Family Medicine, McGill University, Montreal, QC H3S 1Z1, Canada
| | - Linda S. Pagani
- School of Psycho-Education, University of Montreal, Montreal, QC H3C 3J7, Canada; (K.H.); (B.N.)
- School Environment Research Group, University of Montreal, Montreal, QC H3C 3J7, Canada
- Sainte-Justine’s Hospital Research Center, Montreal, QC H3T 1C5, Canada
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Major D, Fazekas-Pongor V, Pártos K, Tabák AG, Ungvari ZI, Eörsi D, Árva D, Terebessy A. Effect of school lockdown due to the COVID-19 pandemic on screen time among adolescents in Hungary: a longitudinal analysis. Front Public Health 2023; 11:1233024. [PMID: 38098820 PMCID: PMC10720660 DOI: 10.3389/fpubh.2023.1233024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 11/16/2023] [Indexed: 12/17/2023] Open
Abstract
Introduction Studies indicate that due to school lockdown during the Coronavirus Disease 2019 (COVID-19) pandemic, screen time increased more steeply than pre-pandemic years. The aim of our study was to examine changes in screen time and its components (screen time spent on videos, games, homework, and other activities) of adolescents affected by COVID-19 school closures compared to controls from pre-pandemic years and to assess the effect of family structure and family communication. Methods Two sets of ninth-grader boys and girls transitioning into 10th grade were included in the analysis. The 'pre-COVID classes' (controls) completed the baseline survey in February 2018 and the follow-up survey in March 2019. 'COVID classes' (cases) completed the baseline survey in February 2020 (1 month before the COVID-19-related school lockdowns) and the follow-up survey in March 2021. Linear mixed models stratified by sex were built to assess the change in screen time over one year adjusted for family structure and communication. Results Our study population consisted of 227 controls (128 girls, 99 boys) and 240 cases (118 girls, 122 boys). Without COVID-19, overall screen time did not change significantly for boys, but there was a decrease in screen time for gaming by 0.63 h, which was accompanied by an increase of 1.11 h in screen time for other activities (consisting mainly of social media and communication). Because of the pandemic, all components increased by 1.44-2.24 h in boys. Girls' screen time and its components remained stable without school lockdown, while it increased for videos and homework by 1.66-2.10 h because of school lockdown. Living in a single-parent household was associated with higher, while better family communication resulted in lower screen time. Discussion Our results indicate that COVID-19-related school lockdowns modified the age-specific increase in screen time for boys and girls as well. This trend, however, may be counterbalanced by improving communication between family members.
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Affiliation(s)
- David Major
- Department of Public Health, Faculty of Medicine, Semmelweis University, Budapest, Hungary
| | - Vince Fazekas-Pongor
- Department of Public Health, Faculty of Medicine, Semmelweis University, Budapest, Hungary
| | - Katalin Pártos
- Department of Public Health, Faculty of Medicine, Semmelweis University, Budapest, Hungary
| | - Adam G. Tabák
- Department of Public Health, Faculty of Medicine, Semmelweis University, Budapest, Hungary
- Department of Internal Medicine and Oncology, Faculty of Medicine, Semmelweis University, Budapest, Hungary
- UCL Brain Sciences, University College London, London, United Kingdom
| | - Zoltan I. Ungvari
- Oklahoma Center for Geroscience and Healthy Brain Aging, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
- Vascular Cognitive Impairment and Neurodegeneration Program, Department of Neurosurgery, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
- Peggy and Charles Stephenson Cancer Center, Oklahoma City, OK, United States
- International Training Program in Geroscience, Doctoral School of Basic and Translational Medicine, Departments of Translational Medicine and Public Health, Semmelweis University, Budapest, Hungary
- Department of Health Promotion Sciences, College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, United States
| | - Dániel Eörsi
- Doctoral School of Mental Health Sciences, Semmelweis University, Budapest, Hungary
| | - Dorottya Árva
- Department of Public Health, Faculty of Medicine, Semmelweis University, Budapest, Hungary
| | - András Terebessy
- Department of Public Health, Faculty of Medicine, Semmelweis University, Budapest, Hungary
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Ponti M. Screen time and preschool children: Promoting health and development in a digital world. Paediatr Child Health 2023; 28:184-202. [PMID: 37205134 PMCID: PMC10186096 DOI: 10.1093/pch/pxac125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Accepted: 09/27/2022] [Indexed: 05/21/2023] Open
Abstract
COVID-19 transformed the family media environment and spurred research on the effects of screen media exposure and use on young children. This update of a 2017 CPS statement re-examines the potential benefits and risks of screen media in children younger than 5 years, with focus on developmental, psychosocial, and physical health. Four evidence-based principles-minimizing, mitigating, mindfully using, and modelling healthy use of screens-continue to guide children's early experience with a rapidly changing media landscape. Knowing how young children learn and develop informs best practice for health care providers and early years professionals (e.g., early childhood educators, child care providers). Anticipatory guidance should now include child and family screen use in (and beyond) pandemic conditions.
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Affiliation(s)
- Michelle Ponti
- Canadian Paediatric Society, Digital Health Task Force, Ottawa, Ontario, Canada
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Buhrs S, van Amelsvoort T, Strik J, Roggeveen S, Lousberg R. The relationship between the use of Touch Screen Devices and interference suppression in children aged 5-11. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-11. [PMID: 37141136 DOI: 10.1080/21622965.2023.2208700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
OBJECTIVE To investigate the relation between the use of Touch Screen Devices (TSDs), such as smartphones and tablets, and interference suppression as assessed by the Bivalent Shape Task (BST) in 5-11-year-old children. METHODS Thirty-eight children from a Dutch primary school were included. Interference suppression was measured in the incongruent level of the BST. TSD use was measured by a standardized interview. The dataset was analyzed using multilevel analysis because of its nested structure. RESULTS Children with moderate to high TSD use showed a longer reaction time (RT) as age progresses in the incongruent level (T = 2.40, p = .017), compared to children with no to low TSD use. Furthermore, an interaction between TSD use, age, gender, and the incongruent level demonstrated an increased RT in boys with moderate to high TSD use compared to boys with no to low TSD use as age increases (T = -2.23, p = .026). CONCLUSION The RT in response of interfering stimuli seems to be negatively influenced by TSD use as age progresses in children aged 5-11. Moreover, a gender-specific effect could be observed. Given the potential impact of these findings, more research would be helpful to further explore causal mechanisms.
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Affiliation(s)
- Susan Buhrs
- Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, The Netherlands
| | - Thérèse van Amelsvoort
- Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, The Netherlands
| | - Jacqueline Strik
- Department of Psychiatry and Psychology, Maastricht University Medical Center, Maastricht, The Netherlands
| | | | - Richel Lousberg
- Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, The Netherlands
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Medawar J, Tabullo ÁJ, Gago-Galvagno LG. Early language outcomes in Argentinean toddlers: Associations with home literacy, screen exposure and joint media engagement. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023; 41:13-30. [PMID: 35973831 DOI: 10.1111/bjdp.12429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Accepted: 07/06/2022] [Indexed: 02/07/2023]
Abstract
This study aimed to analyse the contribution of mothers' home literacy beliefs and practices and the quantity and quality of screen media exposure on Argentinean toddler's language. In addition, we considered parent-child joint engagement, as well as adult scaffolding behaviours during the use of electronic devices. A total of 465 mothers of 18-36 months old children completed an online survey including: the MacArthur Bates CDI, home literacy, screen exposure, joint engagement and scaffolding questionnaires. We observed positive effects of literacy beliefs, PC times and verbal scaffolding on language outcomes. TV exposure contributed negatively to vocabulary and, along with educational content, to sentence use. Shared reading and screen media experiences can be an opportunity for language stimulation, provided there is dialogue and joint engagement. Passive screen exposure and inadequate content may be detrimental for toddlers' language outcomes, probably by displacement of socially significant interactions.
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Affiliation(s)
- Julieta Medawar
- Facultad de Educación, Universidad Nacional de Cuyo (UNCUYO), Mendoza, Argentina
| | - Ángel Javier Tabullo
- Instituto de Ciencias Humanas, Sociales y Ambientales (INCIHUSA), CCT-Mendoza, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)-Argentina, Grupo de Lingüística y Neurobiología Experimental del Lenguaje (LyNEL), Godoy Cruz, Argentina.,Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Facultad de Humanidades y Ciencias Económicas (Sede Mendoza), Pontificia Universidad Católica Argentina, Mendoza, Argentina
| | - Lucas Gustavo Gago-Galvagno
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.,Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana, Buenos Aires, Argentina.,Instituto de Investigaciones en Psicología, Facultad de Psicología - Universidad de Buenos Aires (UBA), Buenos Aires, Argentina
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Madigan S, Eirich R, Pador P, McArthur BA, Neville RD. Assessment of Changes in Child and Adolescent Screen Time During the COVID-19 Pandemic: A Systematic Review and Meta-analysis. JAMA Pediatr 2022; 176:1188-1198. [PMID: 36342702 PMCID: PMC9641597 DOI: 10.1001/jamapediatrics.2022.4116] [Citation(s) in RCA: 49] [Impact Index Per Article: 24.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
IMPORTANCE To limit the spread of COVID-19, numerous restrictions were imposed on youths, including school closures, isolation requirements, social distancing, and cancelation of extracurricular activities, which independently or collectively may have shifted screen time patterns. OBJECTIVE To estimate changes in the duration, content, and context of screen time of children and adolescents by comparing estimates taken before the pandemic with those taken during the pandemic and to determine when and for whom screen time has increased the most. DATA SOURCES Electronic databases were searched between January 1, 2020, and March 5, 2022, including MEDLINE, Embase, PsycINFO, and the Cochrane Central Register of Controlled Trials. A total of 2474 nonduplicate records were retrieved. STUDY SELECTION Study inclusion criteria were reported changes in the duration (minutes per day) of screen time before and during the pandemic; children, adolescents, and young adults (≤18 years); longitudinal or retrospective estimates; peer reviewed; and published in English. DATA EXTRACTION AND SYNTHESIS A total of 136 articles underwent full-text review. Data were analyzed from April 6, 2022, to May 5, 2022, with a random-effects meta-analysis. MAIN OUTCOMES AND MEASURES Change in daily screen time comparing estimates taken before vs during the COVID-19 pandemic. RESULTS The meta-analysis included 46 studies (146 effect sizes; 29 017 children; 57% male; and mean [SD] age, 9 [4.1] years) revealed that, from a baseline prepandemic value of 162 min/d (2.7 h/d), during the pandemic there was an increase in screen time of 84 min/d (1.4 h/d), representing a 52% increase. Increases were particularly marked for individuals aged 12 to 18 years (k [number of sample estimates] = 26; 110 min/d) and for device type (handheld devices [k = 20; 44 min/d] and personal computers [k = 13; 46 min/d]). Moderator analyses showed that increases were possibly larger in retrospective (k = 36; 116 min/d) vs longitudinal (k = 51; 65 min/d) studies. Mean increases were observed in samples examining both recreational screen time alone (k = 54; 84 min/d) and total daily screen time combining recreational and educational use (k = 33; 68 min/d). CONCLUSIONS AND RELEVANCE The COVID-19 pandemic has led to considerable disruptions in the lives and routines of children, adolescents, and families, which is likely associated with increased levels of screen time. Findings suggest that when interacting with children and caregivers, practitioners should place a critical focus on promoting healthy device habits, which can include moderating daily use; choosing age-appropriate programs; promoting device-free time, sleep, and physical activity; and encouraging children to use screens as a creative outlet or a means to meaningfully connect with others.
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Affiliation(s)
- Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada,Alberta Children’s Hospital Research Institute, Calgary, Alberta, Canada
| | - Rachel Eirich
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada,Alberta Children’s Hospital Research Institute, Calgary, Alberta, Canada
| | - Paolo Pador
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada
| | - Brae Anne McArthur
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada
| | - Ross D. Neville
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland
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Predictors of Preadolescent Children's Recreational Screen Time Duration During the COVID-19 Pandemic. J Dev Behav Pediatr 2022; 43:353-361. [PMID: 34974463 DOI: 10.1097/dbp.0000000000001057] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Accepted: 11/15/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Research suggests that children's screen use during the COVID-19 pandemic has doubled. There is a need to understand factors associated with increased use to more adequately inform COVID-19 pandemic recovery efforts aimed at promoting healthy device habits. The objective of this multi-informant study of children aged 9 to 11 years was to examine whether duration of screen use during the COVID-19 pandemic was predicted by sociodemographic factors (e.g., child age and sex), COVID-19 pandemic family stressors, daily routines (e.g., sleep and physical activity), and device use factors (e.g., parent management strategies and content and context of use). METHODS Participants included 846 children (M = 9.85, SD = 0.78) and their mothers from the All Our Families cohort, Calgary, Canada. Mothers reported (May-July 2020) on child screen use and COVID-19 pandemic impacts (e.g., job/income loss and stress), and children self-reported (July-August 2020) on their screen use and daily routines (e.g., sleep, physical activity, and device-free activities). RESULTS Screen use during the COVID-19 pandemic was highest among male and minoritized children and families reporting high levels of stress. Children had lower durations of screen time when device limits were set by mothers. Children also had lower durations of screen time when they used screens to connect with others and when they engaged in higher levels of physical activity or device-free recreational activities. CONCLUSION This study sheds light on children's screen use during the COVID-19 pandemic and supports the current screen use guidelines for school-aged children, suggesting that parents monitor use and foster high-quality screen use (e.g., coviewing or used for connection) and device-free recreational activities when possible.
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McArthur BA, Tough S, Madigan S. Screen time and developmental and behavioral outcomes for preschool children. Pediatr Res 2022; 91:1616-1621. [PMID: 34012028 DOI: 10.1038/s41390-021-01572-w] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 04/22/2021] [Accepted: 05/02/2021] [Indexed: 02/03/2023]
Abstract
BACKGROUND One pressing question in the field of pediatrics is whether a dose-response relation is observed between hours of screen time and child outcomes. This study examined the association between hours of screen time (≤1 vs 2 vs ≥3 h/day) and children's developmental and behavioral outcomes. METHODS This study included data from 1994 mothers and children in Calgary, Canada, drawn from the All Our Families cohort. At 36 months, children's screen time (h/day), behavior problems, developmental milestones, and vocabulary acquisition were assessed via maternal report. Socio-demographic factors and baseline levels of performance at 24 months were included as covariates. RESULTS Compared to ≤1 h/day (47%; n = 935), children using screens 2 h (36%; n = 725) or ≥3 h/day (17%; n = 333) had an increased likelihood of reported behavioral problems (adjusted odds ratio (AOR) 1.30-1.90), delayed achievement of developmental milestones (AOR 1.41-1.68), and poorer vocabulary acquisition (AOR 1.94). CONCLUSIONS At 36 months, an association was observed between screen time and children's developmental, language, and behavioral outcomes, suggesting that duration of screen time is associated with poor child development outcomes. Findings provide support for screen time guidelines and emphasize the need for childcare professionals to discuss screen time guidelines with families. IMPACT International guidelines recommend that preschoolers spend no more than 1 h/day viewing screens. Research is needed to determine if there is a relation between screen time levels and child developmental and behavioral outcomes. Compared to ≤1 h/day, children viewing screens 2 or ≥3 h/day had an increased likelihood of behavioral problems, delayed achievement of developmental milestones, and poorer vocabulary acquisition. Findings highlight the association between duration of screen time and factors of child development.
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Affiliation(s)
- Brae Anne McArthur
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Suzanne Tough
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Sheri Madigan
- University of Calgary, Calgary, AB, Canada. .,Alberta Children's Hospital Research Institute, Calgary, AB, Canada.
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12
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McArthur BA, Volkova V, Tomopoulos S, Madigan S. Global Prevalence of Meeting Screen Time Guidelines Among Children 5 Years and Younger: A Systematic Review and Meta-analysis. JAMA Pediatr 2022; 176:373-383. [PMID: 35157028 PMCID: PMC8845032 DOI: 10.1001/jamapediatrics.2021.6386] [Citation(s) in RCA: 36] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
IMPORTANCE Pediatric guidelines suggest that infants younger than 2 years avoid screen time altogether, while children aged 2 to 5 years receive no more than 1 hour per day. Although these guidelines have been adopted around the world, substantial variability exists in adherence to the guidelines, and precise estimates are needed to inform public health and policy initiatives. OBJECTIVE To derive the pooled prevalence via meta-analytic methods of children younger than 2 years and children aged 2 to 5 years who are meeting guidelines about screen time. DATA SOURCES Searches were conducted in MEDLINE, PsycINFO, and Embase up to March 2020. STUDY SELECTION Studies were included if participants were 5 years and younger and the prevalence of meeting (or exceeding) screen time guidelines was reported. DATA EXTRACTION AND SYNTHESIS Data extraction followed Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. Two independent reviewers extracted all relevant data. Random-effects meta-analyses were used to derive the mean prevalence rates. MAIN OUTCOMES AND MEASURES Prevalence of meeting screen time guidelines. RESULTS From 63 studies, 95 nonoverlapping samples with a total of 89 163 participants were included. For children younger than 2 years, the pooled prevalence of meeting the screen time guideline (0 h/d) was 24.7% (95% CI, 19.0%-31.5%). Moderator analyses revealed that prevalence of meeting screen time guidelines varied as a function of year of data collection (increased over time), measurement method (higher when questionnaires compared with interview), and type of device use (higher when a combination of screen use activities compared with television/movies only). For children aged 2 to 5 years, the mean prevalence of meeting the screen time guideline (1 h/d) was 35.6% (95% CI, 30.6%-40.9%). Moderator analyses revealed that the prevalence of meeting screen time guidelines varied as a function of type of device use (higher when screen time was television/movies only compared with a combination of screen use activities). CONCLUSIONS AND RELEVANCE The findings of this meta-analysis indicate that only a minority of children 5 years and younger are meeting screen time guidelines. This highlights the need to provide support and resources to families to best fit evidence-based recommendations into their lives.
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Affiliation(s)
- Brae Anne McArthur
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada,Alberta Children’s Hospital Research Institute, Calgary, Alberta, Canada
| | - Valeriya Volkova
- Faculty of Kinesiology, University of Calgary, Calgary, Alberta, Canada
| | - Suzy Tomopoulos
- Department of Pediatrics, New York University School of Medicine–Bellevue Hospital Center, New York
| | - Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada,Alberta Children’s Hospital Research Institute, Calgary, Alberta, Canada
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13
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Hendry A, Gibson SP, Davies C, Gliga T, McGillion M, Gonzalez-Gomez N. Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 COVID-19 pandemic on early Executive Functions. INFANCY 2022; 27:555-581. [PMID: 35102670 PMCID: PMC9304249 DOI: 10.1111/infa.12460] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Revised: 12/11/2021] [Accepted: 01/02/2022] [Indexed: 12/16/2022]
Abstract
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent‐report study of 575 UK‐based 8‐ to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants’ emerging EFs. Parent‐infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, working memory, cognitive flexibility). During the most‐restrictive UK lockdown—but not subsequently—socioeconomic status (SES) was positively associated with levels of parent‐infant enriching activities. Parents who regard fostering early learning, affection, and attachment as important were more likely to engage in parent‐infant enriching activities, yet there was no significant pathway from parental attitudes or SES to CEF via activities. Infant screen use was negatively associated with CEF and Regulation. Screen use fully mediated the effect of SES on CEF, and partially mediated the effect of SES on regulation. Parental attitudes toward early learning, affection, and attachment did not significantly influence screen use. These results indicate that although parental attitudes influence the development of early EFs, interventions targeting attitudes as a means of increasing enriching activities, and thus EF are likely to be less effective than reducing barriers to engaging in enriching activities.
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Affiliation(s)
- Alexandra Hendry
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | | | - Catherine Davies
- School of Languages, Cultures and Societies, University of Leeds, Leeds, UK
| | - Teodora Gliga
- School of Psychology, University of East Anglia, Norwich, UK
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14
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Bidgood A, Taylor G, Kolak J, Bent EM, Hickman N. A balanced digital diet for under 5s: A commentary on Orben (2021). INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Affiliation(s)
- Amy Bidgood
- School of Health and Society University of Salford Salford UK
| | - Gemma Taylor
- School of Health and Society University of Salford Salford UK
| | - Joanna Kolak
- School of Health and Society University of Salford Salford UK
| | - Eve Marie Bent
- School of Health and Society University of Salford Salford UK
| | - Nicola Hickman
- School of Health and Society University of Salford Salford UK
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15
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McArthur BA, Browne D, Racine N, Tough S, Madigan S. Screen Time as a Mechanism Through Which Cumulative Risk is Related to Child Socioemotional and Developmental Outcomes in Early Childhood. Res Child Adolesc Psychopathol 2022; 50:709-720. [PMID: 34997403 DOI: 10.1007/s10802-021-00895-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2021] [Indexed: 10/19/2022]
Abstract
Socio-demographic risks are associated with higher child screen time and higher screen time is associated with poor socioemotional and developmental health. Existing studies have not examined children's screen time as a mechanism through which distal risks may be associated with child outcomes. In the current study, we examined whether two proximal factors, screen time and parenting quality, mediate the relation between distal cumulative risk and child outcomes. Participants (N = 1992) were drawn from a birth cohort of mothers and their children (81% white; 46% female). Mothers reported on cumulative risk factors (maternal income, education, depression, stress, marital status, housing instability, unemployment, and maternal history of childhood adversity) during the prenatal period. Parenting quality (ineffective/hostile, positive interactions) and children's screen time (hours/week) were assessed when children were three years of age. Child socioemotional (internalizing and externalizing problems) and developmental (achievement of developmental milestones) outcomes were measured at five years of age. Path analysis revealed indirect effects from cumulative risk to internalizing symptoms and achievement of developmental milestones via screen time. Indirect effects were observed from cumulative risk to internalizing and externalizing behavior via hostile parenting behavior. Over and above the effects of parenting, screen time may be a factor that links structural forms of social disadvantage during the prenatal period to child socioemotional and developmental outcomes. Due to modest effect sizes of screen time, it remains the case that child socioemotional and developmental health should be conceptualized within the context of distal cumulative risk factors such as caregiver psychological and material resources.
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Affiliation(s)
- Brae Anne McArthur
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | | | - Nicole Racine
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Suzanne Tough
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Sheri Madigan
- University of Calgary, Calgary, AB, Canada. .,Alberta Children's Hospital Research Institute, Calgary, AB, Canada.
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16
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Pedrotti BG, Mallmann MY, Almeida CRS, Marques FM, Vescovi G, Riter HDS, Almeida ML, Pieta MAM, Frizzo GB. Infants' and toddlers' digital media use and mothers' mental health: A comparative study before and during the COVID-19 pandemic. Infant Ment Health J 2021; 43:24-35. [PMID: 34953088 PMCID: PMC9015474 DOI: 10.1002/imhj.21952] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 10/19/2021] [Indexed: 11/30/2022]
Abstract
This study compared children's and mothers’ digital media use and mothers’ mental health in two samples: one accessed before (Group 1; N = 257; M = 33.18 years; SD = 4.79) and the other accessed during (Group 2; N = 256; M = 33.51 years; SD = 4.96) the COVID‐19 pandemic in Brazil. Mothers of children up to 3 years old (Group 1: M = 17.95 months, SD = 9.85; Group 2: M = 16.48 months, SD = 10.15) answered an online survey. Bivariate analysis, factorial ANOVA tests, and multiple linear regression were performed. Results suggest that mothers’ and children's media use duration was higher during the pandemic only among children over 12 months. Mothers’ media use duration (β = .18) and mothers’ intention to offer media (β = .23) contributed to the explanation of children's media use duration (F(4, 474) = 16.81; p < .001; R2 = .12; R2 adjusted = .117). Higher mothers’ common mental disorders symptoms were also positively correlated to mothers’ intention to offer media to children both before and during the pandemic. Results suggest that interventions focusing on infants and toddlers screen time reduction should target maternal aspects such as mental health, maternal screen time, and intention to offer media, taking into account the mothers’ needs when planning these actions.
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Affiliation(s)
- Bruna Gabriella Pedrotti
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Manoela Yustas Mallmann
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Carla Regina Santos Almeida
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Fernanda Martins Marques
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Gabriela Vescovi
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Helena da Silveira Riter
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Maíra Lopes Almeida
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Maria Adélia Minghelli Pieta
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
| | - Giana Bitencourt Frizzo
- Psychology Institute. Psychology Postgraduation Program. Developmental Psychology and Personality Department, Universidade Federal do Rio Grande do Sul, Ramiro Barcelos Street, Porto Alegre, Rio Grande do Sul, 90035-003, Brazil
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17
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Neville RD, McArthur BA, Eirich R, Lakes KD, Madigan S. Bidirectional associations between screen time and children's externalizing and internalizing behaviors. J Child Psychol Psychiatry 2021; 62:1475-1484. [PMID: 33945153 DOI: 10.1111/jcpp.13425] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/16/2021] [Indexed: 01/03/2023]
Abstract
BACKGROUND While it has been purported that excessive screen time can lead to behavioral problems, it has also been suggested that children with behavioral dysregulation receive more access to screens to manage problematic behavior. In this study, both temporally stable and longitudinal associations between screen time and externalizing and internalizing behaviors across childhood are examined to directly address this issue of directionality. METHODS Data are from a prospective cohort of 10,172 Irish children, collected between 2010 and 2018 when children were ages 3, 5, 7, and 9. Children's screen time (hours/day) and externalizing and internalizing behaviors (Strengths and Difficulties Questionnaire) were assessed via caregiver report. Random-intercepts cross-lagged panel models were used to estimate longitudinal bidirectional associations while controlling for temporally stable (i.e., 'time-invariant' or 'trait-like') differences between children. RESULTS Temporally stable differences between children were observed for both screen time and behavior problems. Longitudinal trajectories for screen time lacked stability; however, and externalizing and internalizing behaviors stabilized increasingly during later childhood. Greater externalizing and internalizing behaviors at age 3 were directionally associated with increased screen time at age 5. Greater screen time at ages 3 and 5 was directionally associated with increased internalizing behaviors at ages 5 and 7, respectively. More screen time at age 7 was directionally associated with fewer internalizing behaviors at age 9. Screen time was not associated with later externalizing behaviors. CONCLUSIONS Bidirectional associations between screen time and internalizing behaviors were observed for preschoolers. Directional associations between screen time and internalizing difficulties were observed across childhood. These findings can inform screen use guidelines and family media planning at different ages and stages of development.
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Affiliation(s)
- Ross D Neville
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland
| | - Brae Anne McArthur
- Department of Psychology, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Rachel Eirich
- Department of Psychology, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Kimberley D Lakes
- Department of Psychiatry and Neuroscience, School of Medicine, University of California, Riverside, CA, USA
| | - Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
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18
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Lung FW, Shu BC. The Self-Absorptive Trait of Dissociative Experience and Problematic Internet Use: A National Birth Cohort Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211848. [PMID: 34831604 PMCID: PMC8623529 DOI: 10.3390/ijerph182211848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 11/09/2021] [Accepted: 11/09/2021] [Indexed: 11/16/2022]
Abstract
Functional and excessive use of internet are hard to distinguish from each other, and internet use can affect adolescents’ development of self-identity. The aim of our study was to investigate the associated relationships between the risk and protective factors for internet use, including parental monitoring, the absorptive dissociative trait, having been bullied, exercise, self-perceived depressive mood, and happiness of 12-year-old adolescents. The Taiwan Birth Cohort Study dataset, which used a national household probability sampling method and included 17,694 12-year-old adolescents, was used for this study. Our results showed that 5.3% of adolescents reported spending more than five hours online during school days. Additionally, adolescents that spent more than five hours online during school days tended to have a higher absorptive trait, perceived less care from mothers, were more likely to have been bullied, and expressed a higher level of depressed mood, which led to a lower level of perceived happiness. Adolescents that spent more than five hours online during school days, compared to those that spent less than an hour online, were more likely to have been bullied, which effected their level of happiness, showing that they may be a group of higher concern. Therefore, spending more than five hours per day online maybe a clinical prevention indicator for problematic internet use.
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Affiliation(s)
- For-Wey Lung
- Calo Psychiatric Center, Pingtung 92541, Taiwan;
- Graduate Institute of Medical Science, National Defense Medical Center, Taipei 11490, Taiwan
- International Graduate Program of Education and Human Development, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan
- Institute of Education, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan
| | - Bih-Ching Shu
- Department of Nursing, Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan 70101, Taiwan
- Correspondence:
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19
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McArthur BA, Racine N, Browne D, McDonald S, Tough S, Madigan S. Recreational screen time before and during COVID-19 in school-aged children. Acta Paediatr 2021; 110:2805-2807. [PMID: 34076927 PMCID: PMC8222899 DOI: 10.1111/apa.15966] [Citation(s) in RCA: 36] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Revised: 04/17/2021] [Accepted: 06/01/2021] [Indexed: 12/24/2022]
Affiliation(s)
- Brae Anne McArthur
- University of Calgary Calgary AB Canada
- Alberta Children’s Hospital Research Institute Calgary AB Canada
| | - Nicole Racine
- University of Calgary Calgary AB Canada
- Alberta Children’s Hospital Research Institute Calgary AB Canada
| | | | - Sheila McDonald
- University of Calgary Calgary AB Canada
- Alberta Health Services Calgary AB Canada
| | - Suzanne Tough
- University of Calgary Calgary AB Canada
- Alberta Children’s Hospital Research Institute Calgary AB Canada
| | - Sheri Madigan
- University of Calgary Calgary AB Canada
- Alberta Children’s Hospital Research Institute Calgary AB Canada
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20
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McArthur BA, Hentges R, Christakis DA, McDonald S, Tough S, Madigan S. Cumulative Social Risk and Child Screen Use: The Role of Child Temperament. J Pediatr Psychol 2021; 47:171-179. [PMID: 34388254 DOI: 10.1093/jpepsy/jsab087] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 07/22/2021] [Accepted: 07/22/2021] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVES It is critical to understand what children, and in which context, are at risk for high levels of screen use. This study examines whether child temperament interacts with cumulative social risk to predict young children's screen use and if the results are consistent with differential susceptibility or diathesis-stress models. METHODS Data from 1,992 families in Calgary, Alberta (81% White; 47% female; 94% >$40,000 income) from the All Our Families cohort were included. Mothers reported on cumulative social risk (e.g., low income and education, maternal depression) at <25 weeks of gestation, child's temperament at 36 months of age (surgency/extraversion, negative affectivity, effortful control), and child's screen use (hours/day) at 60 months of age. Along with socio-demographic factors, baseline levels of screen use were included as covariates. RESULTS Children high in surgency (i.e., high-intensity pleasure, impulsivity) had greater screen use than children low in surgency as social risk exposure increased. In line with differential susceptibility, children high in surgency also had less screen use than children low in surgency in contexts of low social risk. Children with heightened negative affectivity (i.e., frequent expressions of fear/frustration) had greater screen use as social risk increased, supporting a diathesis-stress model. CONCLUSIONS Young children predisposed to high-intensity pleasure seeking and negative affectivity in environments characterized as high in social risk may be prone to greater durations of screen use. Findings suggest that an understanding of social risks and individual characteristics of the child should be considered when promoting healthy digital health habits.
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Affiliation(s)
- Brae Anne McArthur
- Psychology Department, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Rochelle Hentges
- Psychology Department, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | | | - Sheila McDonald
- Cummings School of Medicine, University of Calgary, Calgary, AB, Canada.,Alberta Health Services, Calgary, AB, Canada
| | - Suzanne Tough
- Alberta Children's Hospital Research Institute, Calgary, AB, Canada.,Cummings School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Sheri Madigan
- Psychology Department, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
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21
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Does physical activity moderate the association between screen time and psychosocial development in early childhood? Analysis of a longitudinal infant cohort study in Ireland. Eur J Pediatr 2021; 180:2199-2211. [PMID: 33686528 DOI: 10.1007/s00431-021-04008-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 02/13/2021] [Accepted: 03/01/2021] [Indexed: 10/22/2022]
Abstract
The objective of this study was to explore the extent to which the association between screen time and psychosocial development in preschool children differed between the sexes and according to their frequency of engagement in physical activity. Data are based on a prospective cohort of Irish children, collected between 2010 and 2013 when children were ages 3 (n=9786) and 5 years (n=9001). Children's screen time (h/day), psychosocial development (Strengths and Difficulties Questionnaire), and physical activity (bouts/week) were assessed via caregiver report. The magnitude of the association between screen time and changes in behavioural difficulties differed significantly between the sexes. For boys, the association between increased screen time and the onset of behavioural problems coincided directly with a reduction in their frequency of engagement in physical activity. The association between screen time and changes in behavioural difficulties was not moderated by girls' engagement in physical activity, however; and there was no difference in the association between screen time and prosocial behaviours at different frequencies of engagement in physical activity for either boys or girls.Conclusions: Results support recommendations to establish greater balance between physical activity and sedentary behaviours in token economy systems to minimise the negative effects of excessive screen time. What is Known: • Provision of screen time has become normalised as a behavioural reinforcer for use with young children. • Screen viewing above recommended guidelines is associated with behavioural problems that reflect poor self-regulation. What is New: • Boys' levels of engagement in physical activity moderated the relationship between screen time and changes in behavioural difficulties between the ages of 3 and 5 years. • Neither screen time nor physical activity was significantly associated with changes in prosocial behaviours between the ages of 3 and 5 years for either boys or girls.
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22
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McArthur BA, Browne D, McDonald S, Tough S, Madigan S. Longitudinal Associations Between Screen Use and Reading in Preschool-Aged Children. Pediatrics 2021; 147:peds.2020-011429. [PMID: 34031229 DOI: 10.1542/peds.2020-011429] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/26/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND AND OBJECTIVES The home literacy environment has been identified as a key predictor of children's language, school readiness, academic achievement, and behavioral outcomes. With the increased accessibility and consumption of digital media, it is important to understand whether screen use impacts off-line enrichment activities such as reading or whether reading activities offset screen use. Using a prospective birth cohort, we examined reading and screen use at 24, 36, and 60 months to elucidate the directional association between screen use and reading over time. METHODS This study included data from 2440 mothers and children in Calgary, Alberta, drawn from the All Our Families cohort. Children's screen use and reading activities were assessed via maternal report at age 24, 36, and 60 months. Sociodemographic covariates were also collected. RESULTS Using a random-intercepts cross-lagged panel model, which statistically controls for individual-level confounds, this study revealed that greater screen use at 24 months was associated with lower reading at 36 months (β = -.08; 95% confidence interval: -0.13 to -0.02). In turn, lower reading at 36 months was associated with greater screen use at 60 months (β = -.11; 95% confidence interval: -0.19 to -0.02). Covariates did not modify the associations. CONCLUSIONS A reciprocal relationship between screen use and reading was identified. Early screen use was associated with lower reading activities, resulting in greater screen use at later ages. Findings emphasize the need for practitioners and educators to discuss screen use guidelines and encourage families to engage in device-free activities to foster early literacy exposure.
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Affiliation(s)
- Brae Anne McArthur
- University of Calgary, Calgary Alberta, Canada.,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada
| | - Dillon Browne
- University of Waterloo, Waterloo, Ontario, Canada; and
| | - Sheila McDonald
- University of Calgary, Calgary Alberta, Canada.,Alberta Health Services, Calgary, Alberta, Canada
| | - Suzanne Tough
- University of Calgary, Calgary Alberta, Canada.,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada.,Contributed equally as joint senior authors
| | - Sheri Madigan
- University of Calgary, Calgary Alberta, Canada; .,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada.,Contributed equally as joint senior authors
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