To watch or not to watch: Infants and toddlers in a brave new electronic world

Physical activity and TV viewing parenting practices for toddlers among South Asian and white families in the UK: born in Bradford 1000 study

BACKGROUND

Children of South Asian (SA) origin in the UK have lower levels of physical activity (PA), compared to their White counterparts. Parents play an important role in establishing PA habits among young children. The aim of this study was to compare PA and television (TV) viewing parenting practices for young children between SA British (SAB) and White British (WB) parents living in the UK.

METHODS

We conducted a secondary analysis of the Born in Bradford (BiB) 1000 study, using survey data at child ages 24 and 36 months. The study sample included three groups of mothers (n = 1,149): foreign-born SAB (n = 458), UK-born SAB (n = 276), and WB (n = 455). Mothers completed a survey about parenting practices (i.e., PA supports, PA restrictions, TV viewing restrictions) at child age 24 months and child PA and TV viewing behaviors at child ages 24 and 36 months. Parenting practices were compared among the three groups. Multivariable linear regression analyses compared children's weekly walking frequency and daily TV viewing hours by parenting practices in the three groups.

RESULTS

The foreign-born SAB group showed the lowest frequencies of PA-supportive parenting practices (verbal encouragement: 3.7 ± 3.1 times/week; logistic support: 1.5 ± 1.8 times/week) and the highest frequencies of PA-restrictive parenting practices (7.8 ± 7.7 times/week) among the three groups (p < 0.01). Children of Foreign-born SAB mothers had the most frequent TV watching during a mealtime (4.0 ± 3.1 times/week) among the three groups (p < 0.01). Less frequent PA-supportive parenting practices and SA ethnicity were associated with lower walking frequency at 24 and 36 months of age among children (p < 0.01). More frequent exposure to TV at mealtimes and SA ethnicity were associated with higher TV viewing time at 24 and 36 months of age among children (p < 0.01).

CONCLUSIONS

This study demonstrated that SAB parents, particularly those who are foreign-born, apply parenting practices for their young children that are less supportive of PA and more supportive of TV viewing, and their children have lower PA and higher TV viewing time, compared with their WB counterparts.

Screen time and preschool children: Promoting health and development in a digital world

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.

Children's screen use and school readiness at 4-6 years: prospective cohort study

Background

The primary aim of this study was to determine if screen use in early childhood is associated with overall vulnerability in school readiness at ages 4 to 6 years, as measured by the Early Development Instrument (EDI). Secondary aims were to: (1) determine if screen use was associated with individual EDI domains scores, and (2) examine the association between screen use and EDI domains scores among a subgroup of high screen users.

Methods

This prospective cohort study was carried out using data from young children participating in a large primary care practice-based research network in Canada. Logistic regression analyses were run to investigate the association between screen use and overall vulnerability in school readiness. Separate linear regression models examined the relationships between children’s daily screen use and each separate continuous EDI domain.

Results

A total of 876 Canadian participants participated in this study. Adjusted logistic regression revealed an association between increased screen use and increased vulnerability in school readiness (p = 0.05). Results from adjusted linear regression demonstrated an association between higher screen use and reduced language and cognitive development domain scores (p = 0.004). Among high screen users, adjusted linear regression models revealed associations between increased screen use and reduced language and cognitive development (p = 0.004) and communication skills and general knowledge domain scores (p = 0.042).

Conclusions

Screen use in early childhood is associated with increased vulnerability in developmental readiness for school, with increased risk for poorer language and cognitive development in kindergarten, especially among high users.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12889-022-12629-8.

Infant media use: A harm reduction approach

There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.

Communicative Environmental Factors Including Maternal Depression and Media Usage Patterns on Early Language Development

INTRODUCTION

From the ecological perspective of multifactorial causal mechanism, the communicative interaction environment has been less studied in early childhood which is the most sensitive phase for language development. We aimed to research simultaneous communicative environmental factors including maternal depression and media usage patterns in young children aged 1-3^1/2 years.

METHODS

One hundred and one participants were included in the study; fifty-one children with language delay as the case group and fifty children with typical development as the control group. Maternal depressive symptoms were evaluated by Beck Depression Inventory. The general development of each child was evaluated by Denver II Screening Test and Bayley-Third Edition. Language development was evaluated by the Preschool Language Scale-5. The questionnaire for the sociodemographic data and media usage patterns was prepared by the study team.

RESULTS

Maternal depression scores, duration of TV viewing, background TV were higher in the children with language delay and they started earlier using screen devices in comparison with the control group (p < 0.05). The total amount of interaction time and co-viewing were less in children with language delay and more parents intended to keep their children occupied by watching in the case group (p < 0.05). Mother care-giving (p = 0.002, OR = 5.80, CI 1.93-17.4) and absence of co-viewing (p = 0.000, OR = 9.46, CI 2.69-33.3) were the significant factors associated with language delay.

DISCUSSION

Young children with language delay were more exposed to communicative environmental risk factors than children with typical development. The integration of this perspective to child health care practices should be encouraged in early childhood.

The building blocks of social competence: Contributions of the Consortium of Individual Development

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.

The building blocks of social competence: Contributions of the Consortium of Individual Development

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.

Digital Devices Use and Language Skills in Children between 8 and 36 Month

Background: Over the past decade, the use of digital tools has grown and research evidence suggests that traditional media and new media offer both benefits and health risks for young children. The abilities to understand and use language represent two of the most important competencies developed during the first 3 years of life through the interaction of the child with people, objects, events, and other environmental factors. The main goal of our study is to evaluate the relationship between digital devices use and language abilities in children between 8 and 36 month, also considering the influence of several factors. Materials and Methods: We conducted a cross-sectional observational study on digital devices use and language abilities in260 children (140 males = 54%) aged between 8 and 36 months (mean = 23.5 ± 7.18 months). All the parents completed a self-report questionnaire investigating the use of digital devices by their children, and a standardized questionnaire for the assessment of language skills (MacArthur-Bates). Linear regression analysis was used to evaluate the relation between different variables. Subsequent moderation analysis were performed to verify the influence of other factors. Results: We found a statistically significant negative relation between the total daily time of exposure to digital devices and the Actions and Gestures Quotient (ß = -0.397) in children between 8 and 17 months, and between the total daily time of exposure to digital devices and Lexical Quotient (ß = -0.224) in children between 18 and 36 months. Gender, level of education/job of parents, modality of use/content of digital device did not significantly affect the result of the regression analysis. Conclusion: In our study we found that a longer time of exposure to digital devices was related to lower mimic-gestural skills in children from 8-17 months and to lower language skills in children between 18 and 36 months, regardless of age, gender, socio-economic status, content, and modality of use. Further studies are needed to confirm and better understand this relation, but parents and pediatricians are advised to limit the use of digital devices by children and encourage the social interaction to support the learning of language and communication skills in this age group.

Mobile Media Device Use is Associated with Expressive Language Delay in 18-Month-Old Children

OBJECTIVE

The objective was to examine the association between mobile media device use and communication delays in 18-month-old children.

METHODS

A cross-sectional study was conducted from September 2011 and December 2015 within the TARGet Kids! primary care research network. Children were included if parents reported their child's mobile media device use and completed a validated questionnaire for communication delay at the 18-month well child visit. Mobile media device use was measured using a parent-reported survey instrument. Daily mobile media device use was calculated as a weighted average of typical weekday and weekend day mobile media device use. Two communication outcomes were investigated: (1) expressive speech delay and (2) other communication delays, as measured by the Infant Toddler Checklist.

RESULTS

The study sample included 893 children (mean age 18.7 months, 54.1% male). Most parents reported 0 minutes per day of mobile media device use in their children (n = 693, 77.6%). Among children whose parents reported any mobile media device use (n = 200, 22.4%), the median daily mobile media device use was 15.7 minutes (range 1.4-300). The prevalence of parent-reported expressive speech delay was 6.6%, and the prevalence of other parent-reported communication delays was 8.8%. For children who used a mobile media device, each additional 30-minute increase in daily mobile media device use was associated with increased odds of parent-reported expressive speech delay (ORa = 2.33, 95% confidence interval, 1.25-4.82). No relationship was observed between mobile media device use and other parent-reported communication delays.

CONCLUSION

Our study demonstrated a significant association between mobile media device use and parent-reported expressive speech delay in 18-month-old children.

Le temps d’écran et les jeunes enfants : promouvoir la santé et le développement dans un monde numérique

Le paysage numérique évolue plus rapidement que les recherches traitant des effets des médias sur écran sur le développement, l’apprentissage et la vie familiale des jeunes enfants. Le présent document de principes porte sur les bienfaits et les risques potentiels de ces médias chez les enfants de moins de cinq ans. Il s’attarde sur la santé développementale, psychosociale et physique. Les conseils fondés sur des données probantes en vue d’optimiser et de soutenir les pratiques des jeunes enfants à l’égard des médias reposent sur quatre principes : limiter le temps d’écran, en atténuer les effets négatifs, être attentif à l’utilisation des écrans et donner l’exemple d’habitudes positives. Les connaissances sur l’apprentissage et le développement des jeunes enfants éclairent les dispensateurs de soins quant aux stratégies en matière de pratiques exemplaires.

Screen time and young children: Promoting health and development in a digital world

The digital landscape is evolving more quickly than research on the effects of screen media on the development, learning and family life of young children. This statement examines the potential benefits and risks of screen media in children younger than 5 years, focusing on developmental, psychosocial and physical health. Evidence-based guidance to optimize and support children's early media experiences involves four principles: minimizing, mitigating, mindfully using and modelling healthy use of screens. Knowing how young children learn and develop informs best practice strategies for health care providers.

Auditory Environment Across the Life Span of Cochlear Implant Users: Insights From Data Logging

PURPOSE

We describe the natural auditory environment of people with cochlear implants (CIs), how it changes across the life span, and how it varies between individuals.

METHOD

We performed a retrospective cross-sectional analysis of Cochlear Nucleus 6 CI sound-processor data logs. The logs were obtained from 1,501 people with CIs (ages 0-96 years). They covered over 2.4 million hr of implant use and indicated how much time the CI users had spent in various acoustical environments. We investigated exposure to spoken language, noise, music, and quiet, and analyzed variation between age groups, users, and countries.

RESULTS

CI users spent a substantial part of their daily life in noisy environments. As a consequence, most speech was presented in background noise. We found significant differences between age groups for all auditory scenes. Yet even within the same age group and country, variability between individuals was substantial.

CONCLUSIONS

Regardless of their age, people with CIs face challenging acoustical environments in their daily life. Our results underline the importance of supporting them with assistive listening technology. Moreover, we found large differences between individuals' auditory diets that might contribute to differences in rehabilitation outcomes. Their causes and effects should be investigated further.

Increased Screen Time: Implications for Early Childhood Development and Behavior

The authors review trends in adoption of new digital technologies (eg, mobile and interactive media) by families with young children (ages 0-8 years), continued use of television and video games, and the evidence for learning from digital versus hands-on play. The authors also discuss continued concerns about health and developmental/behavioral risks of excessive media use for child cognitive, language, literacy, and social-emotional development. This evidence is then applied to clinical care in terms of the screening questions providers can use, tools available to providers and parents, and changes in anticipatory guidance.