1
|
Cioffredi LA, Garner B, Maxwell JR, Merhar S, Peralta-Carcelen M, Scott LS, Sisodia M, DeMauro SB. Infant and early childhood physical health assessments in the HEALthy Brain and Child Development (HBCD) Study. Dev Cogn Neurosci 2024; 69:101414. [PMID: 39032415 PMCID: PMC11315127 DOI: 10.1016/j.dcn.2024.101414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2024] [Revised: 07/05/2024] [Accepted: 07/11/2024] [Indexed: 07/23/2024] Open
Abstract
The HEALthy Brain and Child Development (HBCD) Study, a multi-site prospective longitudinal cohort study, will examine human brain, cognitive, behavioral, social and emotional development beginning prenatally and planned through early childhood. Many prenatal and early childhood exposures impact both later physical health and development. Moreover, early deficits in physical health, such as growth and vision, are associated with differences in brain development, language and cognitive functioning. For these reasons, the HBCD Study includes measures of early childhood physical health, many of which have clinical relevance, and are applicable for use as both predictors and outcomes. Study measures assess a broad range of physical health domains and include both objective measurement of child growth and health and subjective caregiver report of behaviors and attitudes about constructs known to influence growth and physical development. Lastly, we obtain caregiver report of the child's routine medical care as well as acute and chronic medical issues. We anticipate that these data will contextualize the impact of child physical growth and health on child brain development and function. In this report we present the rationale for each domain and an overview of the physical health measures included in the current HBCD Study protocol.
Collapse
Affiliation(s)
- Leigh-Anne Cioffredi
- University of Vermont Larner College of Medicine, Vermont Children's Hospital, United States.
| | - Bailey Garner
- Department of Psychology, University of Florida, United States
| | - Jessie R Maxwell
- Division of Neonatology, Department of Pediatrics, University of New Mexico, United States
| | - Stephanie Merhar
- Perinatal Institute, Cincinnati Children's Hospital, Department of Pediatrics, University of Cincinnati, United States
| | | | - Lisa S Scott
- Department of Psychology, University of Florida, United States
| | | | - Sara B DeMauro
- Children's Hospital of Philadelphia, United States; University of Pennsylvania Perelman School of Medicine, United States
| |
Collapse
|
2
|
Ramirez Y, Castillo Y, Acea S, Pagani LS. Auditory Risk Factors at Birth and Language Development at 2 Years of Age: A Longitudinal Analysis. Glob Pediatr Health 2024; 11:2333794X241273201. [PMID: 39257634 PMCID: PMC11384531 DOI: 10.1177/2333794x241273201] [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: 01/04/2024] [Revised: 05/27/2024] [Accepted: 07/05/2024] [Indexed: 09/12/2024] Open
Abstract
Aim. To analyze the relationship between auditory risk factors at birth and subsequent language development in toddlerhood. Methods. Participants are 136 children from a longitudinal birth cohort follow-up at age 2 years. They were divided into 2 groups: One comprising 105 children without hearing risk factors at birth and another comprising 31 children with auditory risk factors at birth but normal hearing. Results. In children with and without risk factors, the combination of socio-emotional, socio-economic, and auditory risk factors at birth significantly predicted language development at age 2 years. Family socio-economic status had a significant impact on overall child development, even after controlling for socio-emotional development and the presence of risk factors. Conclusions. The study was conducted in an upper-middle income country with a socialized health care system. It underscores the importance of a holistic approach to early childhood language development, taking into account biological, socioeconomic, and emotional factors.
Collapse
Affiliation(s)
- Yaser Ramirez
- Centro Universitario Municipal Rodas. Universidad de Cienfuegos, Cienfuegos, Cuba
| | | | - Shuyeng Acea
- Centro Auditivo Provincial de Cienfuegos, Cienfuegos, Cuba
| | | |
Collapse
|
3
|
Marriage JE, Keshavarzi M, Moore BCJ. An association between auditory responsiveness of children and duration of entertainment screen time in the early years of life. Int J Audiol 2024; 63:731-737. [PMID: 37750302 DOI: 10.1080/14992027.2023.2260097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 09/07/2023] [Accepted: 09/11/2023] [Indexed: 09/27/2023]
Abstract
OBJECTIVE To examine whether the responsiveness of young children to simple sounds was associated with entertainment screen time (EST), opportunities for social interaction, and social and communication skills. DESIGN Parents completed a questionnaire covering, for years one and two, the number of times the child met with other children; the number of words the child spoke; and the daily amount of EST. Social, attention and communication skills were assessed. STUDY SAMPLE Participants were 118 children, aged 15 to 46 months. They were initially assessed behaviourally using simple sounds. Children who responded to such sounds were denoted the Responsive group. Children who did not were assessed using familiar songs and denoted the Unresponsive group. RESULTS The two groups did not differ significantly in mean age or the number of opportunities to meet other children. The Unresponsive group had significantly fewer words than the Responsive group at 12 and 24 months and had significantly higher EST than the Responsive group for years 1 and 2. The Unresponsive group showed lower social, attention and communication skills than the Responsive group. CONCLUSIONS High EST was associated with poorer auditory and social skills. Hence, it may be wise to limit the EST of young children.
Collapse
Affiliation(s)
| | - Mahmoud Keshavarzi
- Centre for Neuroscience in Education, Cambridge Hearing Group, Department of Psychology, University of Cambridge, Cambridge, UK
| | - Brian C J Moore
- Cambridge Hearing Group, Department of Psychology, University of Cambridge, Cambridge, UK
| |
Collapse
|
4
|
Mustonen R, Torppa R, Stolt S. Parental linguistic support in a home environment is associated with language development of preschool-aged children. Acta Paediatr 2024; 113:1852-1859. [PMID: 38700433 DOI: 10.1111/apa.17257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 04/18/2024] [Accepted: 04/19/2024] [Indexed: 05/05/2024]
Abstract
AIM In today's increasingly digitalised society, there is a growing need for information on how parents can support their children's language development at home. We investigated the associations between three types of parental linguistic support and children's language skills in different domains. METHODS Between April 2019 and March 2020, 164 children aged between 2.5 and 4.1 years and their parents were recruited via daycare centres in Helsinki. Information on how frequently parents read, told free stories and sang to their children was collected. The children's lexical and grammatical skills and general language ability were assessed using validated instruments. RESULTS More frequent reading, storytelling and singing were all separately associated with higher-level expressive lexical and general expressive language ability. More frequent reading and storytelling were also associated with higher-level phonological skills. Only reading was associated with receptive skills. The regression analyses revealed that reading had the highest explanatory value for lexical and general language ability after controlling for the effect of background factors. Furthermore, storytelling had the highest explanatory value for grammatical skills. CONCLUSION The results highlight the benefits of parental reading. However, broad use of all parental linguistic activities is recommended to support the development of children's different language domains.
Collapse
Affiliation(s)
- Riikka Mustonen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Ritva Torppa
- Department of Psychology and Logopedics, Faculty of Medicine, Cognitive Brain Research Unit and Centre of Excellence in Music, Mind, Body and Brain, University of Helsinki, Helsinki, Finland
| | - Suvi Stolt
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| |
Collapse
|
5
|
Potter CE, Lew-Williams C. Language development in children's natural environments: People, places, and things. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 67:200-235. [PMID: 39260904 DOI: 10.1016/bs.acdb.2024.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/13/2024]
Abstract
Our goal in this chapter is to describe young children's experiences with language by examining three domains-people, places, and things-that define and influence their language input. We highlight how features of each of these three domains could provide useful learning opportunities, as well as how differences in infants' and toddlers' experiences may affect their long-term language skills. However, we ultimately suggest that a full understanding of early environments must move beyond a focus on individual experiences and include the broader systems that shape young children's lives, including both tangible aspects of the environment, such as physical resources or locations, and more hidden factors, such as cultural considerations, community health, or economic constraints.
Collapse
Affiliation(s)
- Christine E Potter
- Department of Psychology, University of Texas at El Paso, El Paso, TX, United States.
| | - Casey Lew-Williams
- Department of Psychology, Princeton University, Princeton, NJ, United States
| |
Collapse
|
6
|
Huang P, Chan SY, Ngoh ZM, Ong ZY, Low XZ, Law EC, Gluckman PD, Kee MZL, Fortier MV, Chong YS, Zhou JH, Meaney MJ, Tan AP. Screen time, brain network development and socio-emotional competence in childhood: moderation of associations by parent-child reading. Psychol Med 2024; 54:1992-2003. [PMID: 38314509 DOI: 10.1017/s0033291724000084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2024]
Abstract
BACKGROUND Screen time in infancy is linked to changes in social-emotional development but the pathway underlying this association remains unknown. We aim to provide mechanistic insights into this association using brain network topology and to examine the potential role of parent-child reading in mitigating the effects of screen time. METHODS We examined the association of screen time on brain network topology using linear regression analysis and tested if the network topology mediated the association between screen time and later socio-emotional competence. Lastly, we tested if parent-child reading time was a moderator of the link between screen time and brain network topology. RESULTS Infant screen time was significantly associated with the emotion processing-cognitive control network integration (p = 0.005). This network integration also significantly mediated the association between screen time and both measures of socio-emotional competence (BRIEF-2 Emotion Regulation Index, p = 0.04; SEARS total score, p = 0.04). Parent-child reading time significantly moderated the association between screen time and emotion processing-cognitive control network integration (β = -0.640, p = 0.005). CONCLUSION Our study identified emotion processing-cognitive control network integration as a plausible biological pathway linking screen time in infancy and later socio-emotional competence. We also provided novel evidence for the role of parent-child reading in moderating the association between screen time and topological brain restructuring in early childhood.
Collapse
Affiliation(s)
- Pei Huang
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Shi Yu Chan
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Zhen Ming Ngoh
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Zi Yan Ong
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Xi Zhen Low
- Department of Diagnostic Imaging, National University Health System, Singapore
| | - Evelyn C Law
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Department of Pediatrics, Khoo Teck Puat-National University Children's Medical Institute, National University Health System, Singapore
| | - Peter D Gluckman
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Liggins Institute, University of Auckland, Auckland, New Zealand
| | - Michelle Z L Kee
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
| | - Marielle V Fortier
- Department of Diagnostic & Interventional Imaging, KK Women's and Children's Hospital, Singapore
| | - Yap Seng Chong
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Department of Obstetrics & Gynecology, National University Health System, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Juan H Zhou
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Electrical and Computer Engineering, National University of Singapore, Singapore
- Integrative Sciences and Engineering Programme (ISEP), National University of Singapore, Singapore
| | - Michael J Meaney
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of Psychiatry, Faculty of Medicine, Douglas Mental Health University Institute, McGill University, Montreal, Canada
- Brain - Body Initiative, Agency for Science and Technology (A*STAR), Singapore
| | - Ai Peng Tan
- Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore
- Department of Diagnostic Imaging, National University Health System, Singapore
- Department of Obstetrics & Gynecology, National University Health System, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Brain - Body Initiative, Agency for Science and Technology (A*STAR), Singapore
| |
Collapse
|
7
|
Webb SJ, Howard W, Garrison M, Corrigan S, Quinata S, Taylor L, Christakis DA. Mobile Media Content Exposure and Toddlers' Responses to Attention Prompts and Behavioral Requests. JAMA Netw Open 2024; 7:e2418492. [PMID: 38985476 PMCID: PMC11238029 DOI: 10.1001/jamanetworkopen.2024.18492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/11/2024] Open
Abstract
Importance With personalized touch-screen tablets, young children can choose content and engage in play-like activities. However, tablets may also reduce shared engagement as the action of viewing or touching the screen is often not visible to nearby adults. This may impact communicative gazing and pointing, which is critical to the formation of shared awareness and in turn supports language development. Objective To assess the association of tablet media content with toddlers' responses to joint attention prompts and behavioral requests. Design, Setting, and Participants This cohort study took place at a behavioral research laboratory and included toddlers who were aged 18 to 32 months with neurotypical development who were recruited from a volunteer and community sample. Toddlers engaged with a real toy or 3 different types of tablet content (ie, viewing video of toy play, playing with a digital toy, or playing a commercial game) while an experimenter delivered joint attention prompts. Data were acquired from June 2021 November XX 2022, and data analysis occurred from January 2023 to May 2024. Main Outcomes and Measures Main outcomes included child response to joint attention (number of prompts with joint attention response per number of prompts delivered) and child response to behavioral request (ie, the prompt on which the child responded to the behavioral request). Measures included crossed random effects, Wald tests, and likelihood ratio tests. Results In this study, 63 toddlers were enrolled, and data from 62 were included (31 female [49%]; mean [SD] age, 26.1 [3.4] months; median [IQR] age, 25.0 [18.6-32.6] months). When toddlers were playing a commercial game on a tablet, they responded to fewer joint attention prompts (crossed random effects model, -0.15; 95% CI, -0.24 to -0.06 prompts) and male toddlers took longer to acknowledge a behavioral request (interaction of content and sex, -0.75; 95% CI, -1.36 to -0.17). The negative impact of the tablet game was larger as child age increased (τ = -2.30; 95% CI, -0.05 to 0; P = .03). Greater media use at home was associated with decreased responding to joint attention prompts during the tablet game (ρ = -0.47; P < .001), while better language skills were associated with more joint attention during play with a real toy (ρ = 0.31; P = .02). Conclusions and Relevance In this cohort study, a touch-screen tablet game was associated with decreased joint attention among toddlers and they were less likely to respond to a behavioral request. In a laboratory setting, it was difficult for toddlers to engage in social-communicative interactions with adults when using a tablet media device.
Collapse
Affiliation(s)
- Sara Jane Webb
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
- Psychiatry and Behavioral Sciences, University of Washington, Seattle
| | - Waylon Howard
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
| | - Michelle Garrison
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
- Department of Public Health, Purdue University, West Lafayette, Indiana
| | - Sarah Corrigan
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
| | - Shayeleen Quinata
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
| | - Lani Taylor
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
| | - Dimitri A Christakis
- Center on Child Health, Behavior and Development, Seattle Children's Research Institute Seattle, Washington
- Pediatrics, University of Washington, Seattle, Washington
- Special Olympics International, Washington, DC
| |
Collapse
|
8
|
Li M, Zhao R, Dang X, Xu X, Chen R, Chen Y, Zhang Y, Zhao Z, Wu D. Causal Relationships Between Screen Use, Reading, and Brain Development in Early Adolescents. ADVANCED SCIENCE (WEINHEIM, BADEN-WURTTEMBERG, GERMANY) 2024; 11:e2307540. [PMID: 38165022 PMCID: PMC10953555 DOI: 10.1002/advs.202307540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 12/11/2023] [Indexed: 01/03/2024]
Abstract
The rise of new media has greatly changed the lifestyles, leading to increased time on these platforms and less time spent reading. This shift has particularly profound impacts on early adolescents, who are in a critical stage of brain development. Previous studies have found associations between screen use and mental health, but it remains unclear whether screen use is the direct cause of the outcomes. Here, the Adolescent Brain Cognitive Development (ABCD) dataset is utlized to examine the causal relationships between screen use and brain development. The results revealed adverse causal effects of screen use on language ability and specific behaviors in early adolescents, while reading has positive causal effects on their language ability and brain volume in the frontal and temporal regions. Interestingly, increased screen use is identified as a result, rather than a cause, of certain behaviors such as rule-breaking and aggressive behaviors. Furthermore, the analysis uncovered an indirect influence of screen use, mediated by changes in reading habits, on brain development. These findings provide new evidence for the causal influences of screen use on brain development and highlight the importance of monitoring media use and related habit change in children.
Collapse
Affiliation(s)
- Mingyang Li
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Ruoke Zhao
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Xixi Dang
- Department of PsychologyHangzhou Normal UniversityHangzhouChina
| | - Xinyi Xu
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Ruike Chen
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Yiwei Chen
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Yuqi Zhang
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Zhiyong Zhao
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
| | - Dan Wu
- Key Laboratory for Biomedical Engineering of Ministry of EducationDepartment of Biomedical EngineeringCollege of Biomedical Engineering & Instrument ScienceZhejiang UniversityYuquan CampusHangzhou310027China
- Children's HospitalZhejiang University School of MedicineNational Clinical Research Center for Child HealthHangzhouChina
| |
Collapse
|
9
|
Heffler KF, Acharya B, Subedi K, Bennett DS. Early-Life Digital Media Experiences and Development of Atypical Sensory Processing. JAMA Pediatr 2024; 178:266-273. [PMID: 38190175 PMCID: PMC10775079 DOI: 10.1001/jamapediatrics.2023.5923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/30/2023] [Indexed: 01/09/2024]
Abstract
Importance Atypical sensory processing is challenging for children and families, yet there is limited understanding of its associated risk factors. Objective To determine the association between early-life digital media exposure and sensory processing outcomes among toddlers. Design, Setting, and Participants This multicenter US study used data that were analyzed from the National Children's Study (NCS), a cohort study of environmental influences on child health and development, with enrollment from 2011 to 2014. Data analysis was performed in 2023. The study included children enrolled in the NCS at birth whose caregivers completed reports of digital media exposure and sensory processing. Exposures Children's viewing of television or video at 12 months (yes or no), 18 months, and 24 months of age (hours per day). Main Outcomes and measures Sensory processing was reported at approximately 33 months of age on the Infant/Toddler Sensory Profile. Quadrant scores (low registration, sensation seeking, sensory sensitivity, and sensation avoiding) were categorized into groups representing typical, high, and low sensory-related behaviors, and multinomial regression analyses were performed. Results A total of 1471 children (50% male) were included. Screen exposure at 12 months of age was associated with a 2-fold increased odds of being in the high category of low registration (odds ratio [OR], 2.05; 95% CI, 1.31-3.20), while the odds of being in the low category instead of the typical category decreased for sensation seeking (OR, 0.55; 95% CI, 0.35-0.87), sensation avoiding (OR, 0.69; 95% CI, 0.50-0.94), and low registration (OR, 0.64; 95% CI, 0.44-0.92). At 18 months of age, greater screen exposure was associated with increased risk of high sensation avoiding (OR, 1.23; 95% CI, 1.03-1.46) and low registration (OR, 1.23; 95% CI, 1.04-1.44). At 24 months of age, greater screen exposure was associated with increased risk of high sensation seeking (OR, 1.20; 95% CI, 1.02-1.42), sensory sensitivity (OR, 1.25; 95% CI, 1.05-1.49), and sensation avoiding (OR, 1.21; 95% CI, 1.03-1.42). Conclusions and Relevance In this cohort study, early-life digital media exposure was associated with atypical sensory processing outcomes in multiple domains. These findings suggest that digital media exposure might be a potential risk factor for the development of atypical sensory profiles. Further research is needed to understand the relationship between screen time and specific sensory-related developmental and behavioral outcomes, and whether minimizing early-life exposure can improve subsequent sensory-related outcomes.
Collapse
Affiliation(s)
- Karen Frankel Heffler
- Department of Psychiatry, Drexel University College of Medicine, Philadelphia, Pennsylvania
- Tower Health, West Reading, Pennsylvania
| | - Binod Acharya
- Urban Health Collaborative, Drexel University, Philadelphia, Pennsylvania
| | - Keshab Subedi
- Institute for Research on Equity and Community Health (iREACH), Christiana Care Health Systems, Newark, Delaware
| | - David S Bennett
- Department of Psychiatry, Drexel University College of Medicine, Philadelphia, Pennsylvania
| |
Collapse
|
10
|
Ebadi S, Amiri M. Shut-up Toys for Second Language Learners: Impact of Digital Media on Early Adolescents' Private Speech Production in Individual and Collaborative Tasks. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:19. [PMID: 38424383 DOI: 10.1007/s10936-024-10056-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/04/2024] [Indexed: 03/02/2024]
Abstract
Researchers, parents, and policymakers from previous generations have recently expressed concern about the inevitable exposure of youngsters to digital media and its potentially detrimental effects on their development. Private speech is the overt audible self-talk people produce when engaged with challenging problem-solving tasks and is believed to aid in second language acquisition as reported (Vygotsky in Thought and language, MIT Press, 1962); (Winsler in Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation, 2009). This qualitative case study explored private speech production in three young adolescents (two 11-year-olds and one 10-year-old) while completing an English as a foreign language task (Bingo! game) individually and collaboratively in physical and digital modes. Patterns of participants' private speech markers emerged from a thematic analysis of the transcribed oral interactions during eight sessions. The frequency of occurrence of the participants' private speech markers was reported and interpreted based on the emergent typology to compare collaborative and individual task completion in physical and digital modes. Regardless of the individual or collaborative nature of the task, private speech use decreased during the digital version of the game. However, collaborative tasks evoked more private speech from the participants regardless of modality. The findings of the study suggest digital media usage is likely to hinder private speech production for self-regulatory purposes in young adolescents, even in collaboration with peers.
Collapse
Affiliation(s)
- Saman Ebadi
- Department of English Language and Literature, Faculty of Literature and Humanities, Razi University, Kermanshah, Iran.
| | - Maryam Amiri
- Department of English Language and Literature, Faculty of Literature and Humanities, Razi University, Kermanshah, Iran
| |
Collapse
|
11
|
Tu K, Shen C, Luo Y, Mo Y, Jian L, Mei X, Zhang Q, Jin L, Qin H. The relationships between screen exposure, parent-child interactions and comprehension in 8-month-old infants: The mediating role of shared viewing and parent-child conversation. PLoS One 2024; 19:e0296356. [PMID: 38165959 PMCID: PMC10760768 DOI: 10.1371/journal.pone.0296356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 12/11/2023] [Indexed: 01/04/2024] Open
Abstract
OBJECTIVE To explore the relationships between screen exposure, parent-child interactions and comprehension in 8-month-old infants, and to examine whether shared viewing and parent-child conversation during screen exposure may play mediating role in that relationships. METHODS The sample included 437 infants aged 8 months from the Children's Health Department of Guiyang Maternal and Child Health Hospital during January 2022 to February 2023. The use of electronic screen devices was assessed using a screen exposure questionnaire. The Brigance Parent-child interactions Scale was used to assess parent-child interactions and the Putonghua Communicative Development Inventory (PCDI) scale was used to assess infants' word comprehension. RESULTS 48.7% of infants were found to be using screens 1-2 days per week. There was a significant difference (p < 0.05) in the PCDI-comprehension scores of screen-exposed infants compared to non-screen-exposed infants. Shared viewing and parent-child conversation during screen exposure were positively associated with parent-child interactions (p < 0.05). Mediation analysis revealed that parent-child conversation fully mediated between screen exposure and PCDI-comprehension, but partially mediated between parent-child interactions and PCDI-comprehension. CONCLUSIONS Shared viewing and parent-child conversation during screen exposure may mediate between screen exposure and comprehension development. Shared viewing, parent-child conversation and parent-child interactions may be protective factors for screen exposure in comprehension development. Suggests that parents should accompany and communicate with their children when they use electronic screen devices to reduce the negative impact of screen exposure on children's comprehension.
Collapse
Affiliation(s)
- Kexin Tu
- College of Medical Humanities, Guizhou Medical University, Guiyang, Guizhou, China
| | - Chengwei Shen
- Department of Child Health Care, Guiyang Maternal and Child Health Care Hospital, Guiyang, Guizhou, China
| | - Yan Luo
- College of Medical Humanities, Guizhou Medical University, Guiyang, Guizhou, China
- Department of Child Health Care, Guiyang Maternal and Child Health Care Hospital, Guiyang, Guizhou, China
| | - Yushi Mo
- Department of Child Health Care, Guiyang Maternal and Child Health Care Hospital, Guiyang, Guizhou, China
| | - Lanying Jian
- College of Public Health, Guizhou Medical University, Guiyang, Guizhou, China
| | - Xinjie Mei
- College of Medical Humanities, Guizhou Medical University, Guiyang, Guizhou, China
| | - Qiong Zhang
- College of Public Health, Guizhou Medical University, Guiyang, Guizhou, China
| | - Lifang Jin
- College of Medical Humanities, Guizhou Medical University, Guiyang, Guizhou, China
| | - Huiling Qin
- College of Public Health, Guizhou Medical University, Guiyang, Guizhou, China
| |
Collapse
|
12
|
Singh S, Singhal S, Singh L, Arora RD, Tikka SK, Jati M. Assessing specific items of Indian VSMS: Perspective of medical and rehabilitation professionals. Ind Psychiatry J 2024; 33:108-115. [PMID: 38853815 PMCID: PMC11155661 DOI: 10.4103/ipj.ipj_130_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 07/26/2023] [Accepted: 08/24/2023] [Indexed: 06/11/2024] Open
Abstract
Background Adaptive behavior plays a crucial role in daily functioning, involving a complex interplay between individuals and their environment. In India, the Vineland Social Maturity Scale (VSMS) has been the preferred assessment tool for measuring adaptive behaviors, despite its age of over 85 years. However, periodic evaluation is necessary to ensure its continued relevance. Aim This study aims to critically evaluate selected items of the Indian version of the VSMS. Materials and Methods A survey form was developed through a focus group discussion (FGD), comprising 20 items from the Indian adaptation of the VSMS. The form was converted into a Google Form and distributed to medical and rehabilitation specialists across India. The responses were collected, recorded, and analyzed in an Excel sheet. Results Of the 107 responses received, 14 were incomplete and excluded, leaving 93 complete for analysis. The analysis revealed that less than half of the surveyed items and domains received ratings of disagreement from over a quarter of the respondents concerning their frequency, relevance, and diagnostic value. Conclusion This study underscores the need for a dynamic approach to defining and assessing adaptive behavior, especially in the Indian context. It highlights the importance of revising existing scales, incorporating technology-related items, and considering societal and cultural norms shifts. While acknowledging its limitations, this research sets the stage for future investigations to gain a more nuanced understanding of adaptive behaviors amidst changing societal dynamics. Ultimately, these efforts aim to develop more comprehensive and relevant assessment tools for adaptive behavior in today's rapidly evolving world.
Collapse
Affiliation(s)
- Sharda Singh
- Department of Psychiatry, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India
| | - Shalini Singhal
- Department of PMR, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India
| | - Lokesh Singh
- Department of Psychiatry, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India
| | - Ripu D. Arora
- Department of ENT and HNS, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India
| | - Sai K. Tikka
- Department of Psychiatry, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India
| | - Monalisa Jati
- Department of ENT and HNS, All India Institute of Medical Sciences, Raipur, Chhattisgarh, India
| |
Collapse
|
13
|
Myrberg K, Lundeborg Hammarström I. An evaluation of a prescribed joint book reading intervention for preschool children with speech, language and communication needs. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:645-655. [PMID: 36066196 DOI: 10.1080/17549507.2022.2115137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Purpose: The aims of the present study were twofold: first, to investigate reading and screen time habits in a large clinical sample of caregivers of children with speech, language and communication needs (SLCN) before and after an 8 week intervention focussed on daily joint book reading and, second, to capture the caregivers' experiences of the activity.Method: Preschool aged children with SLCN and their caregivers were consecutively recruited during their first visit to the department of Speech and Language Pathology, Gävle County Hospital, Sweden. They participated in a survey-based interview before and after receiving an intervention with recommendations of at least 10 minutes of daily book reading with an interactional focus, as an add-on to ordinary speech-language pathology services. The results were analysed using descriptive statistics of the answers to the questions in the interview, as well as a thematic analysis of free-text comments.Result: The 135 families who participated in the pre-intervention interview survey reported variable reading frequency and screen time. The post-intervention interview survey was completed by 107 families. The results demonstrated significant increases in reading frequency and reading time, and a significant decrease in screen time per day. Caregivers also reported positive experiences of the daily interactive book reading.Conclusion: The results of this study demonstrate that a speech-language pathologist-(SLP) managed, caregiver-led book reading intervention is feasible and might have a positive impact on reading, other factors related to reading, and screen time in families of children with SLCN.
Collapse
Affiliation(s)
- Karin Myrberg
- Department of Biomedical and Clinical Sciences, Speech and Language Pathology, Linköping University, Linköping, Sweden
- Centre for Research and Development (CFUG), Uppsala University, County Council of Gävleborg, Gävle, Sweden
| | - Inger Lundeborg Hammarström
- Department of Biomedical and Clinical Sciences, Speech and Language Pathology, Linköping University, Linköping, Sweden
| |
Collapse
|
14
|
Takahashi I, Obara T, Ishikuro M, Murakami K, Ueno F, Noda A, Onuma T, Shinoda G, Nishimura T, Tsuchiya KJ, Kuriyama S. Screen Time at Age 1 Year and Communication and Problem-Solving Developmental Delay at 2 and 4 Years. JAMA Pediatr 2023; 177:1039-1046. [PMID: 37603356 PMCID: PMC10442786 DOI: 10.1001/jamapediatrics.2023.3057] [Citation(s) in RCA: 15] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 06/22/2023] [Indexed: 08/22/2023]
Abstract
Importance Whether some domains of child development are specifically associated with screen time and whether the association continues with age remain unknown. Objective To examine the association between screen time exposure among children aged 1 year and 5 domains of developmental delay (communication, gross motor, fine motor, problem-solving, and personal and social skills) at age 2 and 4 years. Design, Participants, and Setting This cohort study was conducted under the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study. Pregnant women at 50 obstetric clinics and hospitals in the Miyagi and Iwate prefectures in Japan were recruited into the study between July 2013 and March 2017. The information was collected prospectively, and 7097 mother-child pairs were included in the analysis. Data analysis was performed on March 20, 2023. Exposure Four categories of screen time exposure were identified for children aged 1 year (<1, 1 to <2, 2 to <4, or ≥4 h/d). Main Outcomes and Measures Developmental delays in the 5 domains for children aged 2 and 4 years were assessed using the Japanese version of the Ages & Stages Questionnaires, Third Edition. Each domain ranged from 0 to 60 points. Developmental delay was defined if the total score for each domain was less than 2 SDs from its mean score. Results Of the 7097 children in this study, 3674 were boys (51.8%) and 3423 were girls (48.2%). With regard to screen time exposure per day, 3440 children (48.5%) had less than 1 hour, 2095 (29.5%) had 1 to less than 2 hours, 1272 (17.9%) had 2 to less than 4 hours, and 290 (4.1%) had 4 or more hours. Children's screen time was associated with a higher risk of developmental delay at age 2 years in the communication (odds ratio [OR], 1.61 [95% CI, 1.23-2.10] for 1 to <2 h/d; 2.04 [1.52-2.74] for 2 to <4 h/d; 4.78 [3.24-7.06] for ≥4 vs <1 h/d), fine motor (1.74 [1.09-2.79] for ≥4 vs <1 h/d), problem-solving (1.40 [1.02-1.92] for 2 to <4 h/d; 2.67 [1.72-4.14] for ≥4 vs <1 h/d), and personal and social skills (2.10 [1.39-3.18] for ≥4 vs <1 h/d) domains. Regarding risk of developmental delay at age 4 years, associations were identified in the communication (OR, 1.64 [95% CI, 1.20-2.25] for 2 to <4 h/d; 2.68 [1.68-4.27] for ≥4 vs <1 h/d) and problem-solving (1.91 [1.17-3.14] for ≥4 vs <1 h/d) domains. Conclusions and Relevance In this study, greater screen time for children aged 1 year was associated with developmental delays in communication and problem-solving at ages 2 and 4 years. These findings suggest that domains of developmental delay should be considered separately in future discussions on screen time and child development.
Collapse
Affiliation(s)
- Ippei Takahashi
- Graduate School of Medicine, Tohoku University, Sendai, Japan
| | - Taku Obara
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
- Department of Pharmaceutical Sciences, Tohoku University Hospital, Sendai, Japan
| | - Mami Ishikuro
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
| | - Keiko Murakami
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
| | - Fumihiko Ueno
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
| | - Aoi Noda
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
- Department of Pharmaceutical Sciences, Tohoku University Hospital, Sendai, Japan
| | - Tomomi Onuma
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
| | - Genki Shinoda
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
| | - Tomoko Nishimura
- United Graduate School of Child Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Kenji J. Tsuchiya
- United Graduate School of Child Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Shinichi Kuriyama
- Graduate School of Medicine, Tohoku University, Sendai, Japan
- Tohoku Medical Megabank Organization, Tohoku University, Sendai, Japan
- International Research Institute of Disaster Science, Tohoku University, Sendai, Japan
| |
Collapse
|
15
|
Hjetland HN, Hofslundsengen H, Klem M, Karlsen J, Hagen ÅM, Engevik LI, Geva E, Norbury C, Monsrud MB, Næss KAB. Vocabulary interventions for second language (L2) learners up to six years of age. Cochrane Database Syst Rev 2023; 8:CD014890. [PMID: 37531583 PMCID: PMC10396328 DOI: 10.1002/14651858.cd014890.pub2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
BACKGROUND Second language (L2) learners are a heterogeneous group. Their L2 skills are highly varied due to internal factors (e.g. cognitive development) and external factors (e.g. cultural and linguistic contexts). As a group, their L2 vocabulary skills appear to be lower than their monolingual peers. This pattern tends to persist over time and may have negative consequences for social interaction and inclusion, learning, and academic achievement. OBJECTIVES To examine the immediate and long-term effects of second language (L2) vocabulary interventions targeting L2 learners up to six years of age on vocabulary and social-emotional well-being. To examine the associations between L2 vocabulary interventions and the general characteristics of L2 learners (e.g. age, L2 exposure, and L1 skills). SEARCH METHODS We used standard, extensive Cochrane search methods. The latest search date was December 2022. SELECTION CRITERIA We included randomised controlled trials (RCTs) comparing the effects of vocabulary interventions for L2 learners up to six years of age with standard care. DATA COLLECTION AND ANALYSIS We used standard methodological procedures expected by Cochrane. Our primary outcomes were 1. receptive and 2. expressive L2 vocabulary (both proximal and distal), and 3. mean length of utterance (MLU; which is a measure of potential adverse effects). Our secondary outcomes were 4. L2 narrative skills, 5. L1 receptive vocabulary (both proximal and distal), 6. L1 expressive vocabulary (both proximal and distal), 7. L1 listening comprehension, 8. L2 grammatical knowledge, 9. L2 reading comprehension (long-term), and 10. socio-emotional well-being (measured with Strengths and Difficulties Questionnaire). MAIN RESULTS We found 12 studies involving 1943 participants. Two studies were conducted in Norway, seven in the USA, and single studies conducted in Canada, China, and the Netherlands. Ten studies were conducted in preschool settings, with a preschool teacher being the most common delivery agent for the intervention. The interventions were mainly organised as small-group sessions, with three or four children per group. The mean dosage per week was 80 minutes and ranged from 24 to 120 minutes. The studies commonly applied shared book reading (reading aloud with the children), with target words embedded in the books. Standard care differed based on the setting and local conditions in each country or (pre)school. In some studies, the comparison groups received vocabulary instruction in preschool groups. Compared to standard care, the effect of L2 vocabulary interventions varied across outcome measures. For vocabulary measures including words that were taught in the intervention (proximal outcome measures), the intervention effects were large for both receptive L2 vocabulary (i.e. understanding of words; standardised mean difference (SMD) 0.97, 95% confidence interval (CI) 0.64 to 1.30; 4 studies, 1973 participants; very low-certainty evidence) and expressive L2 vocabulary (i.e. expressing or producing words; SMD 0.86, 95% CI 0.56 to 1.17; 6 studies, 1121 participants; very low-certainty evidence). However, due to some concerns in the overall risk of bias assessment, substantial heterogeneity, and wide CIs, we have limited confidence in these results. For language measures that did not include taught vocabulary (distal outcome measures), the intervention effects were small for receptive vocabulary (SMD 0.29, 95% CI 0.02 to 0.55; 6 studies, 1074 participants; low-certainty evidence) and probably made little to no difference to expressive vocabulary (SMD 0.10, 95% CI -0.02 to 0.23; 7 studies, 960 participants; moderate-certainty evidence). There was little to no intervention effect on L2 listening comprehension (SMD 0.19, 95% CI -0.31 to 0.68; 2 studies, 294 participants; very low-certainty evidence), but the evidence was uncertain, and the interventions probably increased L2 narrative skills slightly (SMD 0.37, 95% CI 0.14 to 0.59; 2 studies, 487 participants; moderate-certainty evidence). Only one study reported data on MLU, and we were unable to examine the effect of intervention on this outcome. The level of certainty of the evidence was downgraded mainly due to inconsistency and imprecision. We were unable to draw conclusions about socio-emotional well-being, or conduct the planned subgroup analyses to examine the second objective, due to lack of data. AUTHORS' CONCLUSIONS Findings from this review suggest that, compared to standard care, vocabulary interventions may benefit children's L2 vocabulary learning but have little to no effect on their listening comprehension, though the evidence is uncertain. Vocabulary interventions probably improve the children's storytelling skills slightly. Due to the limited number of studies that met our inclusion criteria and the very low- to moderate-certainty evidence as a result of inconsistency and imprecision, implications for practice should be considered with caution. This review highlights the need for more high-quality trials (e.g. RCTs) of vocabulary interventions for L2 learners, particularly studies of learners outside the USA.
Collapse
Affiliation(s)
- Hanne Næss Hjetland
- Department of Special Needs Education, University of Oslo, Oslo, Norway
- Department of Early Childhood Education, Oslo Metropolitan University, Oslo, Norway
| | - Hilde Hofslundsengen
- Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Marianne Klem
- Department of Speech and Language Disorders, Statped, Oslo, Norway
| | - Jannicke Karlsen
- Department of Speech and Language Disorders, Statped, Oslo, Norway
| | - Åste M Hagen
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Liv Inger Engevik
- Department of Pedagogy, Religion and Social Studies, Western Norway University of Applied Sciences, Bergen, Norway
| | - Esther Geva
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Canada
| | - Courtenay Norbury
- Department of Special Needs Education, University of Oslo, Oslo, Norway
- Division of Psychology & Language Sciences, University College London, London, UK
| | | | - Kari-Anne B Næss
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| |
Collapse
|
16
|
Maudinas R, Barbaza MO, Maigret P. Exposure to screens during meals in infants with functional gastrointestinal disorders. Arch Pediatr 2023:S0929-693X(23)00074-X. [PMID: 37321949 DOI: 10.1016/j.arcped.2023.03.012] [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: 03/29/2022] [Revised: 12/19/2022] [Accepted: 03/25/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Since meals are a special moment in the parent-infant relationship and functional gastrointestinal disorders (FGD) are frequent in infants, this study mainly aimed to describe the frequency of exposure to screens during meals in infants with FGD. METHODS This French non-interventional, cross-sectional, and multicenter study was conducted with FGD infants (aged 1-12 months), consecutively included by private pediatricians and general practitioners. Descriptive analysis was performed. RESULTS Data from 816 infants, included by 246 physicians, were analyzed: mean age: 4.8 ± 2.9 months; FGD: regurgitation (81%), colic (61%), constipation (30%), and/or diarrhea (12%). Overall, 465 infants (57.0%, 95% CI [45.6%-60.4%]) were regularly exposed to screens during meals. Of these exposed infants, 131 (28.2%, 95% CI [24.1%-32.3%]) were directly exposed. Explicative factors of the overall screen exposure during meals were the following: >2 children in the household (p = 0.0112), infant meals in the living room (p < 0.0001) or the dining room (p = 0.0001), and mother or father being blue-collar workers, white-collar workers, or without employment (mother: p = 0.0402; father: p = 0.0375). CONCLUSION This real-world French study showed the high proportion of FGD infants under 12 months of age who are exposed to screens during meals. Our data suggest that information to parents on the potential adverse effects of screen exposure should be reinforced, including for infants.
Collapse
Affiliation(s)
- R Maudinas
- Centre Hospitalier Universitaire de Dijon, Dijon, France.
| | | | | |
Collapse
|
17
|
Chastang J, Bruneau M, Mallick L, Gavet A, Hamidi Y, Roger E, Diaby A, Galvao E, Desportes V, Germanaud D, Desgrez V, Saldanha-Gomes C, Ibanez G. [Use of neurodevelopmental disorder screening tool in primary care : A multicenter observational study]. Rev Epidemiol Sante Publique 2023; 71:101595. [PMID: 37068363 DOI: 10.1016/j.respe.2023.101595] [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: 10/18/2022] [Revised: 02/07/2023] [Accepted: 02/11/2023] [Indexed: 04/19/2023] Open
Abstract
INTRODUCTION Neurodevelopmental disorders (NDD) affect 5 to 15% of the population. Improved management largely depends on early detection in primary care. A screening tool was developed by an expert consensus and its use has been recommended since 2019. This tool has never been evaluated to date. The aim of this study was to investigate the prevalence and factors associated with the identification of neurodevelopmental disorders in primary care in children aged 6 months to 5 years. METHOD This work is a multicentric observational study carried out in general practice in two regions of France: Île-de-France and Auvergne-Rhône-Alpes. A multivariate analysis was performed to identify the factors associated with the presence of abnormal signs on the grid. RESULTS Five hundred and sixty-four (564) children aged 6 months to 4 years were included. The prevalence of children identified on the grid was 3.9%. The factors associated with the neurodevelopmental disorders identified in multivariate analysis were: low socio-professional status of the mother, male gender and parental concern about the child's neurodevelopment. Factors associated with identifying a developmental trajectory gap were male gender (OR = 2.10 (1.22-3.62)) and low socio-professional status of the mother (OR = 2.23 [1.05-4.70]). CONCLUSION This original work allowed us to carry out first-line testing of a tool for the identification of NDD in primary care and to evaluate the prevalence of identification of these disorders. A complementary cohort study will be necessary to evaluate the sensitivity and specificity of this identification tool.
Collapse
Affiliation(s)
- J Chastang
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France; Sorbonne Université, Inserm, Institut Pierre Louis d'épidémiologie et de santé publique, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France.
| | - M Bruneau
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| | - L Mallick
- Université Grenoble Alpes, Faculté de médecine de Grenoble, Département de médecine générale, 23, avenue des Maquis du Grésivaudan, 38700 La Tronche, France
| | - A Gavet
- Université Grenoble Alpes, Faculté de médecine de Grenoble, Département de médecine générale, 23, avenue des Maquis du Grésivaudan, 38700 La Tronche, France
| | - Y Hamidi
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| | - E Roger
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| | - A Diaby
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| | - E Galvao
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| | - V Desportes
- Filière DéfiScience, Hôpital FME, Neurologie pédiatrique, CHU de Lyon HCL-GH Est, 59 boulevard Pinel, 69677 Bron Cedex, France
| | - D Germanaud
- UNIACT Neurospin, CEA_Inserm UMR1129, Université Paris Descartes, Paris, France
| | - V Desgrez
- Université Grenoble Alpes, Faculté de médecine de Grenoble, Département de médecine générale, 23, avenue des Maquis du Grésivaudan, 38700 La Tronche, France
| | - C Saldanha-Gomes
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France; Sorbonne Université, Inserm, Institut Pierre Louis d'épidémiologie et de santé publique, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| | - G Ibanez
- Sorbonne Université, Département de médecine générale, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France; Sorbonne Université, Inserm, Institut Pierre Louis d'épidémiologie et de santé publique, Faculté de médecine, Site Saint Antoine, 27 rue Chaligny, 75012 Paris, France
| |
Collapse
|
18
|
Putnick DL, Trinh MH, Sundaram R, Bell EM, Ghassabian A, Robinson SL, Yeung E. Displacement of peer play by screen time: associations with toddler development. Pediatr Res 2023; 93:1425-1431. [PMID: 35986149 PMCID: PMC9390097 DOI: 10.1038/s41390-022-02261-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 05/11/2022] [Accepted: 05/17/2022] [Indexed: 11/08/2022]
Abstract
BACKGROUND Young children's digital media use may adversely affect child development, but the mechanisms of this association are unclear. We evaluated whether screen time displaces reading and peer play time, which are subsequently associated with child development. METHODS When children were 12, 18, 24, 30, and 36 months, mothers (n = 3894) reported the time their children spent on screens, being read to by an adult, and playing with other children. At 36 months, mothers completed the Ages and Stages Questionnaire©, an assessment of their child's developmental status. RESULTS In unadjusted models, screen time from 12 to 36 months was not associated with reading but was associated with less time engaging in play with peers. In adjusted models accounting for developmental delay at 12 months, family and child characteristics, screen time was not directly associated with developmental delay. More peer play time was associated with a lower likelihood of developmental delay, and having higher screen time increased the likelihood of developmental delay indirectly through reduced peer play time. Results were similar for developmental delays in fine and gross motor, communication, and personal-social domains. CONCLUSIONS Screen time in early childhood did not displace reported time spent reading, but did displace reported peer play time. IMPACT Among children 1-3 years of age, more screen time was associated with less time engaged in peer play but not less reading with an adult. Having higher screen time from 1 to 3 years increased the odds of developmental delay indirectly through reduced peer play time. Ensuring that children engage in adequate time playing with peers may offset the negative associations between screen time and child development.
Collapse
Affiliation(s)
- Diane L Putnick
- Epidemiology Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA.
| | - Mai-Han Trinh
- Harvard T.H. Chan School of Public Health, Cambridge, MA, USA
| | - Rajeshwari Sundaram
- Biostatistics and Bioinformatics Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Erin M Bell
- Department of Environmental Health Sciences, University at Albany School of Public Health, Albany, NY, USA
| | - Akhgar Ghassabian
- Departments of Pediatrics, Environmental Medicine, and Population Health, New York University Grossman School of Medicine, New York, NY, USA
| | - Sonia L Robinson
- Epidemiology Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Edwina Yeung
- Epidemiology Branch, Division of Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| |
Collapse
|
19
|
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.
Collapse
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
| |
Collapse
|
20
|
Sugiyama M, Tsuchiya KJ, Okubo Y, Rahman MS, Uchiyama S, Harada T, Iwabuchi T, Okumura A, Nakayasu C, Amma Y, Suzuki H, Takahashi N, Kinsella-Kammerer B, Nomura Y, Itoh H, Nishimura T. Outdoor Play as a Mitigating Factor in the Association Between Screen Time for Young Children and Neurodevelopmental Outcomes. JAMA Pediatr 2023; 177:303-310. [PMID: 36689245 PMCID: PMC9871942 DOI: 10.1001/jamapediatrics.2022.5356] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Importance Whether the association between higher screen time in infancy and later suboptimal neurodevelopment can be mitigated by frequency of outdoor play is unknown. Objective To investigate whether higher screen time at age 2 years is associated with neurodevelopmental outcomes at age 4 years and whether this association is mediated by frequency of outdoor play at age 2 years 8 months. Design, Setting, and Participants Participants were a subsample of the Hamamatsu Birth Cohort Study for Mothers and Children (HBC Study, N = 1258). Children were born between December 2007 and March 2012 and followed up from 1 year 6 months to 4 years. The analysis was conducted from April 2021 to June 2022. Exposures Screen time longer than 1 hour a day at age 2 years was coded as higher screen time. Main Outcomes and Measures Standardized scores for communication, daily living skills, and socialization domains of the Vineland Adaptive Behavior Scale, second edition, at age 4 years were used (mean [SD], 100 [15]). The mediating factor was frequency of outdoor play at age 2 years 8 months, with 6 or 7 days per week coded as frequent outdoor play. Results Of 885 participants, 445 children (50%) were female; mean (SD) screen time per day was 2.6 (2.0) hours. Causal mediation analyses revealed that higher screen time at age 2 years was associated with lower scores in communication at age 4 years (nonstandardized coefficient b = -2.32; 95% CI, -4.03 to -0.60), but the association was not mediated by frequency of outdoor play. Higher screen time was also associated with lower scores in daily living skills (b = -1.76; 95% CI, -3.21 to -0.31); 18% of this association was mediated by frequency of outdoor play. Frequency of outdoor play was associated with socialization (b = 2.73; 95% CI, 1.06 to 4.39), whereas higher screen time was not (b = -1.34; 95% CI, -3.05 to 0.36). Conclusions and Relevance Higher screen time at age 2 years was directly associated with poorer communication at age 4 years. It was also associated with daily living skills, but frequency of outdoor play at age 2 years 8 months alleviated it, suggesting outdoor play mitigated the association between higher screen time and suboptimal neurodevelopment. Future research should specify the nature of the associations and intervention measures, enabling targeted interventions that reduce the potential risk in screen time.
Collapse
Affiliation(s)
- Mika Sugiyama
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan
| | - Kenji J Tsuchiya
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan.,Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Yusuke Okubo
- Department of Social Medicine, National Center for Child Health and Development, Tokyo, Japan
| | - Mohammad Shafiur Rahman
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan.,Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Satoshi Uchiyama
- Rupiro, the Center for Consultation of Child Development, Hamamatsu, Japan
| | - Taeko Harada
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan.,Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Toshiki Iwabuchi
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan.,Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Akemi Okumura
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan.,Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Chikako Nakayasu
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Yuko Amma
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Haruka Suzuki
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Nagahide Takahashi
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan.,Department of Child and Adolescent Psychiatry, Nagoya University Graduate School of Medicine, Nagoya, Japan
| | - Barbara Kinsella-Kammerer
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan.,Queens College and Graduate Center, City University of New York, New York
| | - Yoko Nomura
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan.,Queens College and Graduate Center, City University of New York, New York.,Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York
| | - Hiroaki Itoh
- Department of Obstetric and Gynecology, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Tomoko Nishimura
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Japan.,Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Japan
| |
Collapse
|
21
|
Brown JR, Turley CB, Jain R, O'Brien B, Arthur N, Malhotra N, Hunt KJ, Armstrong B, Roberts JR. Primary Care Counseling of Parents Regarding Childhood Screen Media Use. Clin Pediatr (Phila) 2023; 62:198-208. [PMID: 35978485 DOI: 10.1177/00099228221118147] [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] [Indexed: 11/15/2022]
Abstract
Parental beliefs and motivation are instrumental in improving childhood digital media use (DMU). Parents (n = 611) completed questionnaires about childhood DMU assessing knowledge, interest in counseling, motivation to change, self-efficacy, and beliefs. Less than a third correctly recognized screen time limits. Twenty-seven percent received childhood DMU information from a doctor, while 46% stated they would like such information. Only 2% had a doctor-recommended DMU plan. Interest in DMU topics, motivation to improve, and management self-efficacy were moderate. Top negative beliefs were addiction to DMU (52%), sleep problems (39%), obesity (33%), social skills (33%), and inappropriate content (32%). Differences between age categories existed for social (48%, P = .01) and language (14%, P = .01) concerns (highest for toddlers), attention concerns (27%, P = .02; highest in preschoolers), and depression (13%, P < .001) and low self-esteem (8%, P = .04; highest in teens). Findings support further development of approaches to address DMU, tailored by age-specific common parental views.
Collapse
Affiliation(s)
| | - Christine B Turley
- University of South Carolina School of Medicine, Columbia, SC, USA.,Atrium Health, Charlotte, NC, USA
| | | | - Beth O'Brien
- Medical University of South Carolina, Charleston, SC, USA
| | - Natalie Arthur
- University of South Carolina School of Medicine, Columbia, SC, USA
| | - Neha Malhotra
- University of South Carolina School of Medicine, Columbia, SC, USA
| | - Kelly J Hunt
- Medical University of South Carolina, Charleston, SC, USA
| | - Bridget Armstrong
- Arnold School of Public Health, University of South Carolina, Columbia, SC, USA
| | | |
Collapse
|
22
|
Associations between Symptom Severity of Autism Spectrum Disorder and Screen Time among Toddlers Aged 16 to 36 Months. Behav Sci (Basel) 2023; 13:bs13030208. [PMID: 36975233 PMCID: PMC10045374 DOI: 10.3390/bs13030208] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 02/20/2023] [Accepted: 02/24/2023] [Indexed: 03/05/2023] Open
Abstract
There is growing evidence that prevalence rates of autism spectrum disorder (ASD) are increasing. A number of factors appear to contribute to this increase, including excessive screen time. Screen time seems to be linked to the severity of the symptoms of ASD. Given this, the aim of the present cross-sectional study was to investigate the association between early screen time and ASD symptoms severity in the first 36 months of life. To this end, sixty-eight Iranian toddlers (mean age: 27.09 months; 22.1% females) with ASD were recruited. Parents completed the modified checklist for autism in toddlers (M-CHAT), the Repetitive Behavior Scale-Revised (RBS-R), and a lifestyle checklist. Next, parents rated children’s daily exposure to content specifically designed (foreground media) and not specifically designed (background media) for children, along with their daily exposure to social interaction. Per day, toddlers spent 5.12 h (±3.77) with foreground media, 3.72 h (±3.57) with background media, and 2.89 h (±2.74) in interaction with other people (parents). To test the hypotheses, we performed a series of Pearson’s correlations and multiple regression analyses. Toddlers’ higher severity scores for ASD symptoms were associated with longer foreground (r = 0.234, p = 0.001) and longer background (r = 0.180, p = 0.012) media duration, and with shorter duration of interaction with others (r = 0.192, p = 0.009). Toddlers spending 1 h more in foreground screen time and background screen time have 0.38 and 0.29 more units in the ASD symptom severity scale, respectively, while toddlers spending 1 h more in social interactions have 0.42 fewer units in the ASD symptom severity scale. The screen time and interaction duration are related to ASD symptoms severity of toddlers. The cross-sectional study design precludes causal associations, although bi-directional relationships appear plausible.
Collapse
|
23
|
Ngawa M, Dal Farra F, Marinescu AD, Servais L. Longitudinal developmental profile of newborns and toddlers treated for spinal muscular atrophy. Ther Adv Neurol Disord 2023; 16:17562864231154335. [PMID: 36846472 PMCID: PMC9944336 DOI: 10.1177/17562864231154335] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Accepted: 01/16/2023] [Indexed: 02/25/2023] Open
Abstract
Background Spinal muscular atrophy (SMA) results from a loss-of-function mutation in the SMN1 gene. SMA patients suffer progressive motor disability, although no intellectual impairments have been described. Three drugs have been recently approved by the US Food and Drug Administration (FDA) and the European Medicines Agency (EMA). These drugs result in longer life expectancy for SMA type 1 (SMA1) patients. Objective The objective of the study was to assess longitudinally the psychomotor development of patients with SMA1 treated after the symptom onset and of patients treated presymptomatically. Design Longitudinal, monocentric, noninterventional, prospective study. Methods Our study included 11 SMA1 patients and seven presymptomatic SMA patients. The SMA1 patients were treated with an approved drug beginning after onset of symptoms; treatment for the presymptomatic patients was begun before symptom onset. They were longitudinally evaluated between September 2018 and January 2022 using the Bayley Scales of Infant and Toddler Development™ - Third Edition. Results At each time point, all patients treated presymptomatically scored above those treated postsymptomatically on the motor scale. The cognitive scores of six of the seven patients treated presymptomatically were average; one patient was in the low average range. In the 11 postsymptomatically treated patients, four scored either in the low average or the abnormal range on the cognitive scale, but a positive trend was observed during the follow-up. Conclusion A significant proportion of patients treated postsymptomatically scored below average on cognitive and communicative scales, with most significant concerns raised about the age of 1 year. Our study indicates that intellectual development should be considered as an important outcome in treated SMA1 patients. Cognitive and communicative evaluations should be performed as part of standard of care, and guidance should be provided to parents for optimal stimulation.
Collapse
Affiliation(s)
- Magali Ngawa
- Neuromuscular Reference Center, Department of
Paediatrics, University Hospital Liège & University of Liège,
Belgium
| | - Fabian Dal Farra
- Division of Child Neurology, Centre de
Références des Maladies Neuromusculaires, Department of Pediatrics,
University Hospital Liège & University of Liège, Liège, Belgium
| | - Andrei-Dan Marinescu
- Division of Child Neurology, Centre de
Références des Maladies Neuromusculaires, Department of Pediatrics,
University Hospital Liège & University of Liège, Liège, Belgium,Department of Pediatric Neurology, ‘Alexandru
Obregia’ Psychiatry Hospital, Bucharest, Romania
| | | |
Collapse
|
24
|
Kim SK, Wi DS, Kim KM. Effect of Media Exposure on Social Development in Children. Glob Pediatr Health 2023; 10:2333794X231159224. [PMID: 36873558 PMCID: PMC9983092 DOI: 10.1177/2333794x231159224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 02/06/2023] [Indexed: 03/06/2023] Open
Abstract
Purpose The prevalence of autism spectrum disorder in children, who show problems in social development, is increasing rapidly. If children watch media at an early age, they lose the time to interact with their parents and will not be able to play creatively, which can have a negative impact on social development. This study was performed to evaluate the association of media exposure with social developmental delay. Methods The sample consisted of 96 patients with social developmental delay who visited the developmental disorder clinic from July 2013 to April 2019. The control group included 101 children who visited our developmental clinic with normal developmental screening test results during the same period. The data were collected using self-reported questionnaires with questions regarding media exposure time, content, background media or foreground media, the age of first exposure, and media exposure with or without parents. Results In regard to media exposure time, 63.5% of the social developmental delay patients were exposed to media for more than 2 hours a day compared to 18.8% of the control group (P < .001, [OR] = 8.12). In the risk factor analysis of media exposure on social development, male gender, media exposure before 2 years of age, exposure for more than 2 hours, and exposure alone without parents were statistically significant. Conclusion Media exposure was a significant risk factor for social developmental delay.
Collapse
Affiliation(s)
- Sung Koo Kim
- Hallym University Dongtan Sacred Heart Hospital, Hwaseong, Republic of Korea
| | - Da Som Wi
- Hallym University Dongtan Sacred Heart Hospital, Hwaseong, Republic of Korea
| | - Kyung Mi Kim
- Hallym University Dongtan Sacred Heart Hospital, Hwaseong, Republic of Korea
| |
Collapse
|
25
|
The impact of screen exposure on attention abilities in young children: a systematic review. Pediatr Neurol 2023; 142:76-88. [PMID: 37001326 DOI: 10.1016/j.pediatrneurol.2023.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 11/05/2022] [Accepted: 01/10/2023] [Indexed: 01/19/2023]
Abstract
BACKGROUND The neurocognitive consequences of exposure to screens in school-aged children have been the subject of multiple studies. However, the relationship between screen exposure and neurocognitive development, especially attentional functions, remains unclear in preschool children. The aim of this systematic review was to evaluate the immediate and long-term impact of screen exposure on attentional functions in preschoolers. METHODS Three electronic databases (PubMed, COCHRANE, and SCOPUS) were searched for studies published between January 1, 2000, and November 30, 2020. Two reviewers independently selected studies. Inclusion criteria were observational studies, inclusion of children aged less than seven years with no neurodevelopmental disorders, evaluation of screen time, and evaluation of attentional functions. Data extracted including participants' ages, number of participants, screen exposure time, attention assessment tool, and confounding factors. Study quality was evaluated using the Newcastle-Ottawa Scale. RESULTS Five cross-sectional studies were included: all reported significant, positive associations between high levels of screen exposure and attention difficulties. Ten longitudinal studies were included: six found a significant impact of earlier screen exposure on subsequent attentional function and four found no relationship. Eight of the studies included evaluated the direction of the relationship between screen exposure and attentional difficulties: seven suggested the relationship is bidirectional. CONCLUSIONS These findings support current guidelines to limit screen time in preschoolers to prevent the development of attention difficulties.
Collapse
|
26
|
Mustonen R, Torppa R, Stolt S. Screen Time of Preschool-Aged Children and Their Mothers, and Children's Language Development. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101577. [PMID: 36291513 PMCID: PMC9601267 DOI: 10.3390/children9101577] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 11/07/2022]
Abstract
Although children’s increased screen time has been found to associate with poorer language development, it is open to question which part of language ability screen time specifically associates with. Our aim was to examine the association between children’s screen time (alone and together with a parent), mothers’ screen time, and the different domains of children’s language skills. Mothers reported their children’s (N = 164, aged 2.5 to 4.1 years) screen time and their own on a weekday and a day off. Children’s lexical, phonological, morphological, receptive, and general language abilities were measured using validated tests. The connections between children’s and mothers’ screen time and children’s language skills were analyzed using correlation analyses and linear regression models. The more the children used screen time alone, or the greater the amount of the mothers’ screen time, the weaker the children’s lexical and general language abilities when the children’s age, maternal education level, and birth order were controlled for. We also found cumulative, negative links to the children’s lexical and general language abilities when the amount of their screen time alone and the amount of the mothers’ screen time were simultaneously included in the regression model. The results suggest that it is important to restrict both children’s screen time spent alone and mothers’ screen time.
Collapse
|
27
|
Guellai B, Somogyi E, Esseily R, Chopin A. Effects of screen exposure on young children's cognitive development: A review. Front Psychol 2022; 13:923370. [PMID: 36059724 PMCID: PMC9431368 DOI: 10.3389/fpsyg.2022.923370] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 07/18/2022] [Indexed: 11/13/2022] Open
Abstract
The past decade has witnessed a rapid increase in the use of screen media in families, and infants are exposed to screens at younger ages than ever before. The objective of this review is twofold: (1) to understand the correlates and demographic factors determining exposure to screens, including interactive screens, when available, and (2) to study the effects of watching screens and using touchscreens on cognitive development, during the first 3 years of life. We argue that the effects of screen viewing depend mostly on contextual aspects of the viewing rather than on the quantity of viewing. That context includes the behavior of adult caregivers during viewing, the watched content in relation to the child's age, the interactivity of the screen and whether the screen is in the background or not. Depending on the context, screen viewing can have positive, neutral or negative effects on infants' cognition.
Collapse
Affiliation(s)
- Bahia Guellai
- Département de Psychologie, Université Paris Nanterre, Nanterre, France
| | - Eszter Somogyi
- Department of Psychology, Faculty of Science and Health, University of Portsmouth, Portsmouth, United Kingdom
| | - Rana Esseily
- Département de Psychologie, Université Paris Nanterre, Nanterre, France
| | - Adrien Chopin
- Institut de la Vision, Sorbonne Université, INSERM, CNRS, Paris, France
| |
Collapse
|
28
|
Watson A, Dumuid D, Maher C, Olds T. Associations between meeting 24-hour movement guidelines and academic achievement in Australian primary school-aged children. JOURNAL OF SPORT AND HEALTH SCIENCE 2022; 11:521-529. [PMID: 33359235 PMCID: PMC9338336 DOI: 10.1016/j.jshs.2020.12.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 08/21/2020] [Accepted: 10/20/2020] [Indexed: 05/12/2023]
Abstract
BACKGROUND Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour (24-h) movement guidelines. The specific guidelines associated with the most benefit academic achievement are unknown. Utilizing both self-report and objective movement data, this study examined associations between academic achievement and meeting individual recommendations and combinations of recommendations from the 24-h movement guidelines (sleep, physical activity, and screen time). METHODS Data from CheckPoint, a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children, were used. Movement behaviors were measured using 24-h wrist-worn accelerometry (GENEActiv (Activinsights, Kimbolton, UK)) and were self-reported by children using the Multimedia Activity Recall for Children and Adolescents. Academic achievement was measured using a nationally administered standardized test in literacy and numeracy. Analysis of covariance, with t tests with sequential Bonferroni adjustments, was used to compare academic achievement with all possible combinations of meeting recommendations, adjusting for demographic confounders. Two models were considered: guideline compliance assessed by self-report (n = 1270, mean age = 11.99 years, 52% males) and by accelerometry (for moderate-to-vigorous intensity physical activity (MVPA) and sleep)) and self-report (screen time) in combination (n = 927, mean age = 11.97 years, 52% males). RESULTS Literacy achievement significantly differed based on self-report (F(7, 1258) = 3.08, p = 0.003) and accelerometer derived (F(7, 915) = 2.40, p = 0.02) guideline compliance. Numeracy achievement significantly differed based on self-report (F(7, 1258) = 2.92, p = 0.005) but not accelerometer derived guideline compliance (F(7, 915) = 0.80, p = 0.58). When assessed by self-report, children who met all guidelines (t(334) = -4.05, p = 0.0001) or met the screen time and sleep guidelines in combination (t(125) = -5.02, p < 0.001) had superior literacy achievement. Meeting the self-report MVPA guideline in any combination was associated with higher numeracy scores (p < 0.05). Post-hoc analyses showed no differences in academic achievement for any category of accelerometer derived guideline compliance. CONCLUSION The findings suggest that limiting recreational screen time is important for literacy achievement and that encouraging compliance with the MVPA guideline is important for numeracy achievement.
Collapse
Affiliation(s)
- Amanda Watson
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia.
| | - Dorothea Dumuid
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia
| | - Carol Maher
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia
| | - Tim Olds
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia
| |
Collapse
|
29
|
Bjorklund DF. Children's Evolved Learning Abilities and Their Implications for Education. EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:2243-2273. [PMID: 35730061 PMCID: PMC9192340 DOI: 10.1007/s10648-022-09688-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/30/2022] [Indexed: 12/30/2022]
Abstract
In this article, I examine children's evolved learning mechanisms that make humans the most educable of animals. These include (1) skeletal perceptual and cognitive mechanisms that get fleshed out over the course of development, mainly through play; (2) a high level of plasticity that is greatest early in life but that persists into adulthood; (3) remarkable social-learning capabilities; and (4) dispositions toward exploration and play. I next examine some evolutionary mismatches-conflicts between psychological mechanisms evolved in ancient environments and their utility in modern ones-specifically with respect to modern educational systems. I then suggest some ways educators can take advantage of children's evolved learning abilities to minimize the effects of evolutionary mismatches, including (1) following developmentally appropriate practices (which are also evolutionarily appropriate practices), (2) increasing opportunities for physical activities, (3) increasing opportunities to learn through play, and (4) taking advantage of stress-adapted children's "hidden talents." I argue that evolutionary theory informs teachers and parents about how children evolved to learn and can result in more-enlightened teaching methods that will result in a more enjoyable and successful learning experiences for children.
Collapse
Affiliation(s)
- David F. Bjorklund
- Department of Psychology, Florida Atlantic University, Boca Raton, FL 33431 USA
| |
Collapse
|
30
|
Monteiro R, Fernandes S, Hutton JS, Huang G, Ittenbach RF, Rocha NB. Psychometric properties of the ScreenQ for measuring digital media use in Portuguese young children. Acta Paediatr 2022; 111:1950-1955. [PMID: 35648466 PMCID: PMC9546278 DOI: 10.1111/apa.16439] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Revised: 05/28/2022] [Accepted: 05/31/2022] [Indexed: 11/26/2022]
Abstract
AIM Digital media use is prevalent among children and linked to potential developmental and health risks, but validated measures of children's digital media use are lacking. The aim of this study was to validate the Portuguese version of the ScreenQ with three distinct children's age groups. METHODS Parents of children living in Portugal completed an online survey including the 16-item version of the ScreenQ and items related to home activities and digital media use. A combination of classical and modern theory (Rasch) methods was used for analysis. RESULTS A total of 549 mothers and 51 fathers of 325 girls and 322 boys from 6 months to 9 years and 11 months-old responded to the survey. Point-measure correlations were all positive and endorsement of item values were within acceptable ranges. Cronbach's coefficient α was acceptable for a new measure and test-retest reliability was high. Statistically significant correlations were found between ScreenQ total scores and relevant demographic, play-related, parenting, and digital media-use items. CONCLUSION The Portuguese version of the ScreenQ exhibited sound psychometric properties, including internal consistency and concurrent validity referenced to external items. Higher ScreenQ scores were correlated with higher digital media multitasking, lower parent-child interaction, and higher concerns regarding child's learning and behaviour.
Collapse
Affiliation(s)
- Rita Monteiro
- University of Vigo Ph.D. program in Educational and Behavioral Sciences Vigo Spain
- School of Health Polytechnic Institute of Porto Porto Portugal
| | - Sandra Fernandes
- Portucalense Institute for Human Development (INPP) Department of Psychology and Education Portucalense University Porto Portugal
| | - John S Hutton
- Division of General and Community Pediatrics Cincinnati Children’s Hospital University of Cincinnati College of Medicine Cincinnati
- Reading and Literacy Discovery Center Cincinnati Children’s Hospital University of Cincinnati College of Medicine Cincinnati
| | - Guixia Huang
- Division of Biostatistics and Epidemiology Cincinnati Children’s Hospital University of Cincinnati College of Medicine Cincinnati
| | - Richard F Ittenbach
- Division of Biostatistics and Epidemiology Cincinnati Children’s Hospital University of Cincinnati College of Medicine Cincinnati
| | | |
Collapse
|
31
|
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.
Collapse
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.
| |
Collapse
|
32
|
Stockdale L, Holmgren HG, Porter CL, Clifford BN, Coyne SM. Varying trajectories of infant television viewing over the first four years of life: Relations to language development and executive functions. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101418] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
33
|
Effect of screen time intervention on obesity among children and adolescent: A meta-analysis of randomized controlled studies. Prev Med 2022; 157:107014. [PMID: 35248682 DOI: 10.1016/j.ypmed.2022.107014] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/19/2021] [Revised: 01/04/2022] [Accepted: 02/28/2022] [Indexed: 11/23/2022]
Abstract
Several studies have investigated the effect of screen time interventions on obesity in children and adolescents, but the existing results were controversial. This study aimed to analyze the effect of screen time intervention on obesity in children and adolescents. PubMed, Cochrane, Web of Science, Embase databases were searched through December 2020 to identify publications meeting a priori inclusion criteria and references in the published articles were also reviewed. Finally, 14 randomized controlled trials and 1894 subjects were included in this meta-analysis. The results showed that interventions targeting screen time are effective in reducing total screen time (MD: -6.90 h/week, 95% CI: [-9.19 to -4.60], p < 0.001) and television time (MD: -6.17 h/week, 95% CI: [-10.70 to -1.65], p < 0.001) in children and adolescents. However, there was no significant difference between the intervention and control groups in body mass index and body mass index-z score. In conclusion, there is no evidence that screen time interventions alone can decrease obesity risk in children and adolescents, though they can effectively reduce screen time.
Collapse
|
34
|
Thompson LA, Liberty R, Corr A. "Does your baby watch TV?": The associations between at-home TV watching and laboratory challenge cortisol are different for young infants and their mothers. Dev Psychobiol 2022; 64:e22236. [PMID: 35191526 DOI: 10.1002/dev.22236] [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: 05/10/2021] [Revised: 11/24/2021] [Accepted: 12/05/2021] [Indexed: 11/07/2022]
Abstract
This longitudinal study examined associations between at-home TV watching and the biological stress response (cortisol) during a laboratory infant cognitive challenge task in 240 3- and 5-month infants and their mothers. Cortisol levels were lower in mothers of 5-month-old infants whose infants were exposed to TV at home, compared to mothers of infants that were not TV-exposed. Cortisol patterns were different across three laboratory sampling intervals for 3-month-old infants as a function of TV watching, revealing a sharp increase in laboratory cortisol only for infants who were exposed to TV at home. In contrast, there was no effect of TV exposure in 5-month-old infants' cortisol. Infant temperament and demographic measures were included as control variables in regression models to predict maternal and infant cortisol. At 3 months, for the T3 cortisol sampling interval, and at 5 months across all three sampling intervals, maternal cortisol levels were significantly predicted by infant TV exposure after accounting for variance due to these control variables. Our findings show the strong influence of the infant TV-exposure factor in the biological stress response of mothers of young infants, and suggest that infant TV exposure may influence self-regulation in 3-month-old infants.
Collapse
Affiliation(s)
- Laura A Thompson
- Clinical Psychology Program, Fielding Graduate University, Las Cruces, New Mexico, USA.,Psychology Department, New Mexico State University, Las Cruces, New Mexico, USA
| | - Rebecca Liberty
- Clinical Psychology Program, Fielding Graduate University, Las Cruces, New Mexico, USA
| | - Alora Corr
- Clinical Psychology Program, Fielding Graduate University, Las Cruces, New Mexico, USA
| |
Collapse
|
35
|
Vanderloo LM, Janus M, Omand JA, Keown-Stoneman CDG, Borkhoff CM, Duku E, Mamdani M, Lebovic G, Parkin PC, Simpson JR, Tremblay MS, Maguire JL, Birken CS. Children's screen use and school readiness at 4-6 years: prospective cohort study. BMC Public Health 2022; 22:382. [PMID: 35197009 PMCID: PMC8864975 DOI: 10.1186/s12889-022-12629-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Accepted: 01/18/2022] [Indexed: 11/25/2022] Open
Abstract
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.
Collapse
Affiliation(s)
- Leigh M Vanderloo
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.
| | - Magdalena Janus
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Jessica A Omand
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada
| | - Charles D G Keown-Stoneman
- Applied Health Research Centre, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada
| | - Cornelia M Borkhoff
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Eric Duku
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Muhammad Mamdani
- Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Unity Health Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
| | - Gerald Lebovic
- Applied Health Research Centre, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Patricia C Parkin
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Division of Paediatric Medicine, Paediatric Outcomes Research Team (PORT), Hospital for Sick Children, Toronto, ON, Canada
| | - Janis Randall Simpson
- Department of Family Relations and Applied Nutrition, University of Guelph, Guelph, ON, Canada
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research, CHEO Research Institute, Ottawa, ON, Canada
| | - Jonathon L Maguire
- Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Department of Pediatrics, St. Michael's Hospital, Toronto, Ontario, Canada
| | - Catherine S Birken
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Division of Paediatric Medicine, Paediatric Outcomes Research Team (PORT), Hospital for Sick Children, Toronto, ON, Canada
| |
Collapse
|
36
|
Charmaraman L, Lynch AD, Richer AM, Grossman JM. Associations of early social media initiation on digital behaviors and the moderating role of limiting use. COMPUTERS IN HUMAN BEHAVIOR 2022; 127:107053. [PMID: 34737488 PMCID: PMC8562676 DOI: 10.1016/j.chb.2021.107053] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Little is known about the effects of social media initiation on digital behaviors from middle childhood to early adolescence, a critical developmental period marked by peer influence and inaugural access to mobile devices. Participants from middle schools in the Northeast U.S. (N=773; 11-15 years, Mean = 12.6) completed a cross-sectional survey about social media initiation, digital behaviors, and parental restrictions on digital use. Descriptive results demonstrated that overall early adolescents more frequently engaged in positive digital behaviors compared to negative ones. Results from structural equation models showed that initiating social media platforms, namely Instagram or Snapchat, in later childhood (10 years or younger) was significantly associated with problematic digital behavior outcomes compared to either tween (11-12) and/or teen (13+) initiation, including having online friends or joining social media sites parents would disapprove of, more problematic digital technology behaviors, more unsympathetic online behaviors, and greater likelihood of online harassment and sexual harassment victimization. Additionally, there is evidence to show that childhood initiators demonstrated a greater tendency to engage in supportive or civically-engaged online community behaviors compared to older initiator counterparts. Parental restriction of mobile phone use and a less frequent checking of social media ameliorated some of the negative effects.
Collapse
|
37
|
What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12010052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.
Collapse
|
38
|
Heffler KF, Frome LR, Garvin B, Bungert LM, Bennett DS. Screen time reduction and focus on social engagement in autism spectrum disorder: A pilot study. Pediatr Int 2022; 64:e15343. [PMID: 36348519 DOI: 10.1111/ped.15343] [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: 06/08/2022] [Revised: 08/21/2022] [Accepted: 08/26/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND There is growing concern regarding early screen media exposure and its potential effects on developmental delays including autism spectrum disorder (ASD). However, there is little research examining whether interventions can decrease screen media exposure and ASD behaviors among children with ASD. METHODS Participants were nine children, 18 to 40 months old, with an ASD diagnosis who watched screens at least 2 h per day. Screen viewing history and weekly screen viewing and social interaction were assessed. The intervention involved a parent education program followed by weekly 1 h in-home support visits aimed at replacing screen time with social engagement time over a 6 month period. Child autism symptoms (Brief Observation of Social Communication Change), functional behavior (Vineland Adaptive Behavior Scales), and development (Mullen Scales of Early Learning) were assessed before and after intervention; parents completed questionnaires on parental stress (Autism Parenting Stress Index) and their perceptions of the intervention. RESULTS Children's screen viewing decreased from an average of 5.6 h/day prior to intervention to 5 min/day during the study. Significant improvements were observed in core autism symptoms and parental stress from pre- to post-intervention. CONCLUSIONS Parent education and training/support to minimize screen time and increase social interaction for young children with ASD was tolerated well by parents and children. These promising preliminary results suggest that further research on early screen media viewing, ASD, and screen reduction intervention is warranted.
Collapse
Affiliation(s)
- Karen Frankel Heffler
- Department of Psychiatry, Drexel University College of Medicine and Tower Health, Philadelphia, Pennsylvania, USA.,Tower Health, West Reading, Pennsylvania, USA
| | - Lori R Frome
- INVO Healthcare Services, Jamison, Pennsylvania, USA
| | - Brigid Garvin
- AJ Drexel Autism Institute of Drexel University, Philadelphia, Pennsylvania, USA
| | - Lindsay M Bungert
- AJ Drexel Autism Institute of Drexel University, Philadelphia, Pennsylvania, USA
| | - David S Bennett
- Department of Psychiatry, Drexel University College of Medicine and Tower Health, Philadelphia, Pennsylvania, USA
| |
Collapse
|
39
|
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.
Collapse
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
| |
Collapse
|
40
|
Rocha HAL, Correia LL, Leite ÁJM, Machado MMT, Lindsay AC, Rocha SGMO, Campos JS, Cavalcante E Silva A, Sudfeld CR. Screen time and early childhood development in Ceará, Brazil: a population-based study. BMC Public Health 2021; 21:2072. [PMID: 34763693 PMCID: PMC8582336 DOI: 10.1186/s12889-021-12136-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 10/28/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Globally, children's exposure to digital screens continues to increase and is associated with adverse effects on child health. We aimed to evaluate the association of screen exposure with child communication, gross-motor, fine-motor, problem-solving, and personal-social development scores. METHODS We conducted a population-based, cross-sectional study with cluster sampling among children 0-60 months of age living in the state of Ceará, Brazil. Child screen time was assessed by maternal report and the World Health Organization (WHO) recommendations were used to define excessive screen time exposure. Child development was assessed with the Brazilian Ages and Stages Questionnaire. Generalized linear regression was used to determine the association of screen exposure with developmental outcomes. We also examined the potential non-linear relationship of screen time with development scores using spline analyses. RESULTS A total of 3155 children 0-60 months of age had screen time exposure evaluated and 69% percent were identified as exposed to excessive screen time. This percentage of excess screen time increased with child age from 41.7% for children 0-12 months to 85.2% for children 49-60 months. Each additional hour of screen time was associated with lower child communication (standardized mean difference (SMD): -0.03; 95% CI: - 0.04, - 0.02), problem solving (SMD: -0.03; 95% CI: - 0.05, - 0.02) and personal-social (SMD: -0.04; 95% CI: - 0.06, - 0.03) domain scores. CONCLUSIONS Excess screen time exposure was highly prevalent and independently associated with poorer development outcomes among children under 5 years of age in Ceará, Brazil.
Collapse
Affiliation(s)
- Hermano Alexandre Lima Rocha
- Department of Global Health and Population, Harvard T. H. Chan School of Public Health, Boston, MA, USA.
- Department of Maternal and Child Health, Federal University of Ceará, Rua Professor Costa Mendes, 1608 - 5th floor -, Fortaleza, Ceará, CEP: 60430-140, Brazil.
| | | | - Álvaro Jorge Madeiro Leite
- Department of Community Health, Federal University of Ceará, Fortaleza, Brazil
- Department of Exercise and Health Sciences, University of Massachusetts Boston, Boston, MA, USA
| | | | - Ana Cristina Lindsay
- Department of Exercise and Health Sciences, University of Massachusetts Boston, Boston, MA, USA
| | | | - Jocileide Sales Campos
- Service, Education and Community Integration, University Center Unichristus, Fortaleza, Brazil
| | | | | |
Collapse
|
41
|
Supper W, Guay F, Talbot D. The Relation Between Television Viewing Time and Reading Achievement in Elementary School Children: A Test of Substitution and Inhibition Hypotheses. Front Psychol 2021; 12:580763. [PMID: 34733194 PMCID: PMC8558249 DOI: 10.3389/fpsyg.2021.580763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 09/16/2021] [Indexed: 11/29/2022] Open
Abstract
Research has focused on the relations between television (TV) viewing time and children’s reading achievement. Two hypotheses have been proposed to explain this relation. The substitution hypothesis proposes that TV viewing distracts students from activities that are important for their learning. The inhibition hypothesis proposes that watching television inhibits important affective/cognitive skills. In this study, we test both hypotheses by estimating the relation between TV viewing time and reading achievement. We use the frequency of students’ leisure reading and the frequency of interactions between students and their parents as potential mediators to test the substitution hypothesis, whereas for the inhibition one, we use students’ intrinsic motivation to read and their level of inattention. Data come from the Québec Longitudinal Study of Child Development (QLSCD). Designed by the Institut de la statistique du Québec, QLSCD covers a wide range of themes. The QLSCD is representative of children in Québec and contains 2223 participants who were followed from 0 to 21 years old. The four structural models tested are built as follows: the TV viewing time at 6 years old predicts the four mediating variables at 8 years old, which in turn predicts reading achievement at 10 years old. In addition, we have tested models’ gender invariance. Results indicate that TV viewing time is not directly or indirectly associated with reading achievement. Specifically, it is not associated with the mediating variables of child-parent interactions, intrinsic motivation, and inattention. However, the frequency of leisure reading is negatively associated with the time spent watching TV. This association is very small (−0.07) and has no indirect effect on reading achievement. Finally, results do not vary according to the gender of the participants. Our results are in line with those of previous studies in the field and cast some doubts on the potential negative effects of TV viewing time on reading achievement.
Collapse
Affiliation(s)
- Wilfried Supper
- Département des fondements et pratiques en éducation, Faculté des sciences de l'éducation, Université Laval, Quebec, QC, Canada
| | - Frédéric Guay
- Département des fondements et pratiques en éducation, Faculté des sciences de l'éducation, Université Laval, Quebec, QC, Canada
| | - Denis Talbot
- Département de médecine sociale et préventive, Faculté de Médecine, Université Laval, Quebec, QC, Canada
| |
Collapse
|
42
|
Shah PE, Hirsh-Pasek K, Kashdan TB, Harrison K, Rosenblum K, Weeks HM, Singh P, Kaciroti N. Daily television exposure, parent conversation during shared television viewing and socioeconomic status: Associations with curiosity at kindergarten. PLoS One 2021; 16:e0258572. [PMID: 34710118 PMCID: PMC8553096 DOI: 10.1371/journal.pone.0258572] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 09/30/2021] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE To examine the main and interactive effects of the amount of daily television exposure and frequency of parent conversation during shared television viewing on parent ratings of curiosity at kindergarten, and to test for moderation by socioeconomic status (SES). STUDY DESIGN Sample included 5100 children from the Early Childhood Longitudinal Study, Birth Cohort. Hours of daily television exposure and frequency of parent screen-time conversation were assessed from a parent interview at preschool, and the outcome of early childhood curiosity was derived from a child behavior questionnaire at kindergarten. Multivariate linear regression examined the main and interactive effects of television exposure and parent screen-time conversation on kindergarten curiosity and tested for moderation by SES. RESULTS In adjusted models, greater number of hours of daily television viewing at preschool was associated with lower curiosity at kindergarten (B = -0.14, p = .008). More frequent parent conversation during shared screen-time was associated with higher parent-reported curiosity at kindergarten with evidence of moderation by SES. The magnitude of association between frequency of parent conversation during television viewing and curiosity was greater for children from low SES environments, compared to children from high SES environments: (SES ≤ median): B = 0.29, p < .001; (SES > median): B = 0.11, p < .001. CONCLUSIONS Higher curiosity at kindergarten was associated with greater frequency of parent conversation during shared television viewing, with a greater magnitude of association in low-SES families. While the study could not include measures of television program content, digital media use and non-screen time conversation, our results suggest the importance of parent conversation to promote early childhood curiosity, especially for children with socioeconomic disadvantage.
Collapse
Affiliation(s)
- Prachi E. Shah
- Division of Developmental Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States of America
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, United States of America
| | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, PA, United States of America
| | - Todd B. Kashdan
- Department of Psychology and Center for the Advancement of Well-Being, George Mason University, Fairfax, VA, United States of America
| | - Kristen Harrison
- Department of Communication and Media, University of Michigan, Ann Arbor, MI, United States of America
| | - Katherine Rosenblum
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, United States of America
| | - Heidi M. Weeks
- Department of Nutritional Sciences, School of Public Health, University of Michigan, Ann Arbor, MI, United States of America
| | - Priya Singh
- Department of Pediatrics, University of Cincinnati Medical School, Cincinnati, OH, United States of America
| | - Niko Kaciroti
- Department of Biostatistics, School of Public Health, University of Michigan, Ann Arbor, MI, United States of America
| |
Collapse
|
43
|
Vohr BR, McGowan EC, Bann C, Das A, Higgins R, Hintz S. Association of High Screen-Time Use With School-age Cognitive, Executive Function, and Behavior Outcomes in Extremely Preterm Children. JAMA Pediatr 2021; 175:1025-1034. [PMID: 34251406 PMCID: PMC8276120 DOI: 10.1001/jamapediatrics.2021.2041] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Importance Both preterm birth and increased screen time are known to be associated with an increase in risk of developmental and behavioral sequelae. The association between high screen time or a television or computer in the bedroom in early school age and adverse cognitive, executive function, language, and behavior outcomes of extremely preterm children (EPT) is not well understood. Objective To assess the association of high screen time with cognition, language, executive function, and behavior of EPT children aged 6 to 7 years; a second objective was to examine the association between high screen time and rates of structured physical activity and weight. Design, Setting, and Participants This cohort study was a secondary analysis from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Surfactant Positive Airway Pressure and Pulse Oximetry Randomized Trial Neuroimaging and Neurodevelopmental Outcomes school-aged cohort and includes 414 EPT children born between February 1, 2005, and February 28, 2009, and evaluated in between 2012 and 2016 at ages 6 years 4 months to 7 years 2 months. The study was conducted from July 7, 2012, and August 15, 2016, and data were analyzed between December 10, 2018, and April 1, 2021. Exposures Cohorts included children exposed to low (≤2 hours per day) vs high (>2 hours per day) amounts of screen time and by the presence (no vs yes) of a television/computer in the bedroom. Main Outcomes and Measures In addition to growth parameters, assessments included the Wechsler Intelligence Scale for Children-IV, the Behavior Rating Inventory of Executive Function, the Developmental Neuropsychological Assessment, the Conners 3rd Edition-Parent Short-Form, and the Social Communication Questionnaire. Results Of the 414 children included in the analysis, 227 (55%) were boys; mean (SD) birth weight was 870.6 (191) g. A total of 238 children (57%) had high screen time and 266 (64%) had a television/computer in their bedroom. In multivariable linear regressions adjusted for center, male sex, gestational age, and social determinants of health, high screen time was independently associated with the following mean (SE) test score changes: lower full-scale IQ (-3.92 [1.64]; P = .02); an increase in association with deficits in executive functions, including metacognition (8.18 [3.01]; P = .007), global executive function (7.49 [2.99]; P = .01), inhibition (-0.79 [0.38]; P = .03), and Conners 3rd Edition-Parent Short-Form inattention (3.32 [1.67]; P = .047). A television/computer in the bedroom was associated with an increase in inhibition (-0.80 [0.39]; P = .04) and hyperactivity/impulsivity (3.50 [1.75]; P = .046) problems. Conclusions and Relevance The findings of this study suggest that high screen time contributes to adverse cognitive, executive function, and behavior outcomes at ages 6 to 7 years in children born at less than 28 weeks. These findings support the need for clinicians to have heightened awareness of the risks for EPT children and discuss both the benefits and risks of screen time with families.
Collapse
Affiliation(s)
- Betty R Vohr
- Division of Neonatal Medicine, Department of Pediatrics, Women & Infants Hospital of Rhode Island, Providence
| | - Elisabeth C McGowan
- Division of Neonatal Medicine, Department of Pediatrics, Women & Infants Hospital of Rhode Island, Providence
| | - Carla Bann
- Division of Statistical and Data Sciences, RTI International, Research Triangle Park, North Carolina
| | - Abhik Das
- Biostatistics and Epidemiology Division, RTI International, Rockville, Maryland
| | - Rosemary Higgins
- National Institutes of Health and the Eunice Kennedy Shriver National Institute of Child Health and Human Development Neonatal Research Network, Bethesda, Maryland.,George Mason University, Fairfax, Virginia
| | - Susan Hintz
- Division of Perinatal Neonatal Medicine, Stanford University, Palo Alto, California
| | | |
Collapse
|
44
|
Neuroparenting: the Myths and the Benefits. An Ethical Systematic Review. NEUROETHICS-NETH 2021. [DOI: 10.1007/s12152-021-09474-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractParenting books and early childhood policy documents increasingly refer to neuroscience to support their parenting advice. This trend, called ‘neuroparenting’ has been subject to a growing body of sociological and ethical critical examination. The aim of this paper is to review this critical literature on neuroparenting. We identify three main arguments: that there is a gap between neuroscientific findings and neuroparenting advice, that there is an implicit normativity in the translation from neuroscience to practice, and that neuroparenting is a form of neoliberal self-management. We will critically discuss these arguments and make suggestions for ethically responsible forms of neuroparenting that can foster child development but avoid pitfalls.
Collapse
|
45
|
Hjetland HN, Hofslundsengen H, Klem M, Karlsen J, Hagen ÅM, Engevik LI, Geva E, Norbury C, Monsrud MB, Bottegaard Naess KA. Vocabulary interventions for second language (L2) learners up to six years. Hippokratia 2021. [DOI: 10.1002/14651858.cd014890] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Hilde Hofslundsengen
- Department of Language, Literature, Mathematics and Interpreting; Western Norway University of Applied Sciences; Sogndal Norway
| | - Marianne Klem
- Department of Speech and Language Disorders; Statped sørøst; Oslo Norway
| | - Jannicke Karlsen
- Department of Speech and Language Disorders; Statped sørøst; Oslo Norway
| | - Åste M Hagen
- Department of Special Needs Education; University of Oslo; Oslo Norway
| | - Liv Inger Engevik
- Department of Pedagogy, Religion and Social Studies; Western Norway University of Applied Sciences; Bergen Norway
| | - Esther Geva
- Department of Applied Psychology and Human Development; University of Toronto; Toronto Canada
| | - Courtenay Norbury
- Department of Special Needs Education; University of Oslo; Oslo Norway
- Division of Psychology & Language Sciences; University College London; London UK
| | - May-Britt Monsrud
- Department of Speech and Language Disorders; Statped sørøst; Oslo Norway
| | | |
Collapse
|
46
|
Hanson KG, Lavigne HJ, Gover SG, Anderson DR. Parent language with toddlers during shared storybook reading compared to coviewing television. Infant Behav Dev 2021; 65:101646. [PMID: 34509712 DOI: 10.1016/j.infbeh.2021.101646] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 08/27/2021] [Accepted: 08/31/2021] [Indexed: 11/17/2022]
Abstract
This study compares parent language directed at their toddlers while coviewing toddler-directed television and while storybook reading. Participants were 15- or 30- month-old children and their parent. A quantitative analysis of parent language revealed that it is more frequent, rich, and complex during reading relative to television viewing regardless of child age; although parents used more complex language and more diverse words with older children. The difference between media held even when the storybook text read aloud was not considered in the analysis. Consistent with the results of earlier research, shared book reading produces more and richer verbal interactions with toddlers than coviewing television and is thus more likely to positively influence early language development.
Collapse
|
47
|
Problematic internet use in children according to maternal depression trajectories: A population-based cohort study with 9-year follow-up. J Psychiatr Res 2021; 141:364-369. [PMID: 34304042 DOI: 10.1016/j.jpsychires.2021.07.025] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Revised: 06/15/2021] [Accepted: 07/13/2021] [Indexed: 11/22/2022]
Abstract
OBJECTIVES We investigated the association between maternal depression trajectories from pregnancy until 2 years postpartum, and problematic internet use in children at nine years of age. METHODS A total of 1132 mother-child pairs from the Panel Korea Study for Children were used. Maternal depression was assessed repeatedly using the Kessler scale (K-scale) (during pregnancy, and at 6, 12, and 24 months of age). Problematic internet use was assessed in children 9 years old using the K-scale. The children's behavioral problems were assessed using the Child Behavior Checklist at nine years old. Latent profile analysis was used to identify the group trajectories of maternal depression. We compared the severity of problematic internet use of the children according to the maternal depression trajectories. We also identified behavioral problems in children with problematic internet use in each maternal depression trajectory. RESULTS Trajectory analysis identified three group trajectories of maternal depression: no symptoms (n = 478), mild symptoms (n = 534), and moderate symptoms (n = 120). The mild and moderate maternal depression trajectory groups were more associated with high-risk internet use in 9-year-old children compared to the non-depressed group. In children with high-risk internet use, more severe behavioral problems were reported when their mothers had depression. CONCLUSION Maternal depression up to two years after childbirth affected problematic internet use in middle childhood.
Collapse
|
48
|
So L, Miller E, Eastwood J. Exploring Mothers' Experience of a Linguistic Feedback Technology for Children at Risk of Poor Language Development: Qualitative Pilot Study. JMIR Pediatr Parent 2021; 4:e27049. [PMID: 34463633 PMCID: PMC8441615 DOI: 10.2196/27049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 06/02/2021] [Accepted: 06/03/2021] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND The early language environment is important for language development and a child's life-course trajectory. Risk factors associated with poor language development outcomes in children include maternal anxiety and depression, low educational attainment, substance misuse, and low socioeconomic status. Language Environment Analysis (LENA) is a wearable technology designed to promote caregivers' engagement in supporting their children's language development. LENA provides quantitative linguistic feedback, which has been shown to improve caregiver language output, thus enhancing a child's language environment. There is limited research on the uptake of this technology by families with developmentally at-risk children. OBJECTIVE This qualitative study aims to explore the conditions under which mothers with children at risk of poor developmental outcomes are willing to adopt the use of LENA to monitor and improve caregiver language output. METHODS Using a qualitative interpretive design, semistructured, in-depth interviews were conducted with 8 mothers. Participants were recruited purposively to select the maximal variation of socioeconomic and ethnodemographic backgrounds. The transcribed interview data were analyzed thematically and interpretatively. Themes were mapped abductively to an extended Unified Theory of Acceptance and Use of Technology, which included contextual factors for LENA acceptance. RESULTS Factors that influenced the intention to use LENA included both technology-specific acceptance factors and contextual factors. Technology acceptance themes included reassurance, feeling overwhelmed, and trust. These themes were mapped to performance expectancy, effort expectancy, and social influence. Contextual themes included emergent success and the intrusion of past difficulties. These were mapped to parenting self-efficacy and perceived risk. The theme of building on success described behavioral intention. Mothers were more likely to adopt LENA when the technology was viewed as acceptable, and this was influenced by parenting self-efficacy and perceived risk. CONCLUSIONS LENA is a technology that is acceptable to mothers with children who are at risk of poor language development outcomes. Further studies are needed to establish LENA's effectiveness as an adjunct to strategies to enrich a child's early language environment.
Collapse
Affiliation(s)
- Lydia So
- Department of Community Paediatrics, South Western Sydney Local Health District, Liverpool, Australia
| | - Erin Miller
- Sydney Local Health District, Sydney, Australia
| | | |
Collapse
|
49
|
Lawrence A, Choe DE. Mobile Media and Young Children's Cognitive Skills: A Review. Acad Pediatr 2021; 21:996-1000. [PMID: 33486100 DOI: 10.1016/j.acap.2021.01.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 12/19/2020] [Accepted: 01/17/2021] [Indexed: 10/22/2022]
Abstract
Though the use of mobile devices (eg, tablets, smartphones) by young children is pervasive and increasing, research relating children's use of mobile devices to their development is only beginning to emerge. Learning, language development, and self-regulation skills among children aged 0 to 5 are of particular interest to pediatric clinicians, researchers, parents, and policymakers, as these skills foreshadow important outcomes across the lifespan. Experimental research reviewed herein suggests that the interactivity allowed by mobile devices has benefits over passive viewing (for example, of television) for young children's learning and self-regulation, but studies of naturalistic use suggest increased use of mobile devices is associated with poorer language and self-regulation. Pediatric clinicians can be important sources of support for families endeavoring to navigate their children's use of mobile devices by providing advice and resources, such as communicating reasonable time limits and sharing sources of developmentally appropriate content. Future research should implement innovative, rigorous research designs and methods to clarify mechanisms underlying potential negative effects of naturalistic use of mobile devices by young children and investigate how content and context of young children's mobile-device use may influence relations between such use and children's skills.
Collapse
Affiliation(s)
- Amanda Lawrence
- Department of Human Ecology, University of California (A Lawrence, DE Choe), Davis Calif.
| | - Daniel Ewon Choe
- Department of Human Ecology, University of California (A Lawrence, DE Choe), Davis Calif
| |
Collapse
|
50
|
Infant media use: A harm reduction approach. Infant Behav Dev 2021; 64:101610. [PMID: 34298189 DOI: 10.1016/j.infbeh.2021.101610] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 05/28/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022]
Abstract
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.
Collapse
|