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Livet A, Boers E, Laroque F, Afzali MH, McVey G, Conrod PJ. Pathways from adolescent screen time to eating related symptoms: a multilevel longitudinal mediation analysis through self-esteem. Psychol Health 2024; 39:1167-1182. [PMID: 36345595 DOI: 10.1080/08870446.2022.2141239] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 10/11/2022] [Accepted: 10/21/2022] [Indexed: 11/09/2022]
Abstract
OBJECTIVE Screen time and self-esteem have been shown to be important correlates of eating disorders in adolescence. However, there is an absence of longitudinal studies that distinguish between time-varying factors, accounting for parallel developmental changes and common underlying vulnerability. DESIGN A total of 3,801 adolescents were administered self-report measures, annually, over the course of 5 years. The association of screen time (social media use, television watching, video gaming) on eating related symptoms was analyzed using a longitudinal Bayesian multilevel path analysis framework. Self-esteem was examined as a mediating factor in this model. This study investigated direct and indirect associations at between-person, concurrent within-person, and lagged-within-person levels, while controlling for gender. RESULTS The findings revealed that all types of screen time exposure were significantly associated with eating related symptoms at between and within-person levels. A significant association at the lagged-within person level was only revealed for social media use. Self-esteem was found to be a significant mediating factor between screen time and eating related symptoms. CONCLUSION An increase in social media use one year was associated with increased of eating related symptoms two years later through lower self-esteem. Implications for prevention are discussed.
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Affiliation(s)
- Audrey Livet
- CHU Sainte-Justine Research Center, Montreal, Quebec, Canada
- Department of Psychiatry and Addiction, Faculty of Medicine, Université de Montréal, Montreal, Quebec, Canada
| | - Elroy Boers
- CHU Sainte-Justine Research Center, Montreal, Quebec, Canada
- Department of Psychiatry and Addiction, Faculty of Medicine, Université de Montréal, Montreal, Quebec, Canada
| | - Flavie Laroque
- CHU Sainte-Justine Research Center, Montreal, Quebec, Canada
- Department of Psychiatry and Addiction, Faculty of Medicine, Université de Montréal, Montreal, Quebec, Canada
| | - Mohammad H Afzali
- CHU Sainte-Justine Research Center, Montreal, Quebec, Canada
- Department of Psychiatry and Addiction, Faculty of Medicine, Université de Montréal, Montreal, Quebec, Canada
| | - Gail McVey
- Eating Disorders Ontario, University Health Network, Center for Mental Health, Toronto, Ontario, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Patricia J Conrod
- CHU Sainte-Justine Research Center, Montreal, Quebec, Canada
- Department of Psychiatry and Addiction, Faculty of Medicine, Université de Montréal, Montreal, Quebec, Canada
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Niiranen J, Kiviruusu O, Vornanen R, Kylliäinen A, Saarenpää-Heikkilä O, Paavonen EJ. Children's screen time and psychosocial symptoms at 5 years of age - the role of parental factors. BMC Pediatr 2024; 24:500. [PMID: 39097686 PMCID: PMC11297624 DOI: 10.1186/s12887-024-04915-8] [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: 02/24/2023] [Accepted: 06/27/2024] [Indexed: 08/05/2024] Open
Abstract
BACKGROUND AND OBJECTIVES Electronic media (e-media) has become a universal part of young children's daily lives. Previous studies have found an association between increased screen time and children's psychosocial symptoms. We investigated whether parents' psychological distress and parenting style dimensions explain the association between children's screen time and psychosocial symptoms. Moreover, we investigated whether parents' mental well-being and parenting style dimensions moderate this association. METHODS We used data from the Finnish CHILD-SLEEP birth cohort study. Parents and the child were assessed when the child was 5 years old (N = 671). The measure of screen time included program viewing from TV and other devices. Child's psychosocial problems and parents' depression, stress and parenting style dimensions were assessed by self-reports. RESULTS A high level of screen time in children was associated with attention and concentration difficulties, hyperactivity and impulsivity symptoms as well as internalizing and externalizing symptoms among 5-year-olds. For the most part, the associations remained significant despite controlling for parents' mental health, parenting style dimensions and multiple background factors, especially associations relating to attention and concentration difficulties and hyperactivity symptoms were robust. Maternal stress and depression moderated the association between children's screen time and psychosocial symptoms, indicating a more pronounced association among stressed or depressed mothers. CONCLUSION There is an independent association between children's screen time and psychosocial symptoms which is especially pronounced among those children whose mothers had poorer mental well-being. In clinical practice, the length of screen time should be inquired already at a young age and parents should be offered guidance to reduce the possible ill effects of excessive screen time, as well as help with their own mental health problems.
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Affiliation(s)
- Janette Niiranen
- Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland.
- Faculty of Social Sciences, Social Psychology, University of Helsinki, Helsinki, Finland.
| | - Olli Kiviruusu
- Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Riitta Vornanen
- Department of Social Sciences, University of Eastern Finland, Kuopio, Finland
| | - Anneli Kylliäinen
- Faculty of Social Sciences, Psychology, Tampere University, Tampere, Finland
| | - Outi Saarenpää-Heikkilä
- Tampere Centre for Child Health Research, University of Tampere and, Tampere University Hospital, Tampere, Finland
| | - E Juulia Paavonen
- Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland
- Pediatric Research Center, Child Psychiatry, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
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Thorell LB, Burén J, Ström Wiman J, Sandberg D, Nutley SB. Longitudinal associations between digital media use and ADHD symptoms in children and adolescents: a systematic literature review. Eur Child Adolesc Psychiatry 2024; 33:2503-2526. [PMID: 36562860 PMCID: PMC11272698 DOI: 10.1007/s00787-022-02130-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Accepted: 12/14/2022] [Indexed: 12/24/2022]
Abstract
Previous reviews have often shown a link between digital media ADHD symptom levels. However, longitudinal studies are needed to find stronger evidence of a causal effect as well as to determine the direction of effects. The aim of the present review (PROSPERO CRD42021262695) was therefore to provide a systematic review of studies meeting the following inclusion criteria: (1) include longitudinal data investigating associations between digital media (i.e., gaming and social media) and later ADHD symptoms or vice versa, (2) be published within the past 10 years (i.e., 2011 until June 2021), (3) be published in a peer-reviewed journal in English, and (4) include children or adolescents (age 0-17 years). After a systematic search in the Web of Science and PsycInfo databases, we included 28 studies, all with adequate or high quality. Results showed support for reciprocal associations between digital media and ADHD symptoms, with associations being more consistent for problematic use of digital media than for screen time. Thus, children with ADHD symptoms appear more vulnerable to developing high or problematic use of digital media (i.e., selection effects), and digital media also have effects on later ADHD symptom levels, either because of specific characteristics of digital media or because of indirect effects on, for example, sleep and social relations (i.e., media effects). However, it should be emphasized that further studies investigating potential moderators and mediators are needed if we are to better understand the complex associations between digital media and ADHD symptom levels.
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Affiliation(s)
- Lisa B Thorell
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
| | - Jonas Burén
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Johanna Ström Wiman
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - David Sandberg
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Sissela B Nutley
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
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Gou H, Yang Y. The relationship between video games and social-emotional delay in Chinese rural preschoolers: A comparison of five types of media video games and social-emotional delay. Child Care Health Dev 2024; 50:e13288. [PMID: 38837450 DOI: 10.1111/cch.13288] [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: 12/21/2023] [Revised: 04/18/2024] [Accepted: 05/16/2024] [Indexed: 06/07/2024]
Abstract
BACKGROUND Recent studies have revealed a negative relationship between children's digital media use and social-emotional development. However, few studies distinguish between different digital devices and the different functions they provide that may lead to different outcomes. METHODS This study explored the relationship between young children's time spent on various digital devices and their social-emotional delay based on a survey of 1182 preschoolers (3 to 6 years old) in rural China. Children's social-emotional delay was assessed through a validated screening tool (ASQ-SE II). RESULTS Children's time spent on television, computers, tablets, or smartphones was not associated with their social-emotional delay. However, their risk of social-emotional delay increased as their time spent on game consoles increased. This relationship was reflected in five of the seven behavioural areas of children's social-emotional development (i.e., self-regulation, compliance, affect, social communications, and interactions with people). Moreover, it did not vary between children with different socioeconomic statuses. CONCLUSIONS This study suggests a possible relationship between children's social-emotional delay and video games, which might need to be paid more attention to than other media types.
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Affiliation(s)
- He Gou
- School of Journalism and New Media, Xi'an Jiaotong University, Xi'an, China
| | - Yinglong Yang
- Guangming School of Journalism and Communication, China University of Political Science and Law, Beijing, China
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Chakranon P, Huang JP, Au HK, Lin CL, Chen YY, Mao SP, Lin WY, Zou ML, Estinfort W, Chen YH. The importance of mother-child interaction on smart device usage and behavior outcomes among toddlers: a longitudinal study. Child Adolesc Psychiatry Ment Health 2024; 18:79. [PMID: 38943161 PMCID: PMC11214231 DOI: 10.1186/s13034-024-00772-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Accepted: 06/21/2024] [Indexed: 07/01/2024] Open
Abstract
BACKGROUND In recent years, smart devices have become an integral part of daily life. However, longitudinal studies, particularly those regarding the relationship between toddlers' smart device usage and behavioral outcomes, are limited. Understanding the impact of parent-child interactions on this relationship is crucial for enhancing toddlers' developmental outcomes. Accordingly, this study examined the influence of early screen time and media content exposure on toddlers' behaviors, as well as the positive effects of mother-child interactions on this influence. METHODS We used relevant data related to 277 children born between November 2016 and July 2020 and who were part of an ongoing prospective follow-up study conducted across five hospitals in Taipei City, Taiwan. We analyzed (1) data from maternal reports regarding children's behavior by using the Child Behavior Checklist (for ages 11/2-5 years), (2) assessments of mother-child interactions by using the Brigance Parent-Child Interactions Scale, and (3) self-reported parental data covering the first 3 postpartum years. Statistical analyses involved group-based trajectory modeling and multiple linear regression. RESULTS A considerable increase in screen time between the ages of 1 and 3 years was associated with less favorable behavioral outcomes at age 3. These outcomes included somatic complaints [adjusted beta coefficient (aβ) = 2.17, 95% confidence interval (CI) = 0.39-3.95, p-value = 0.01], withdrawal (aβ = 2.42, 95% CI = 0.15-4.69, p-value = 0.04), and aggressive behavior (aβ = 6.53, 95% CI = 0.25-12.81, p-value = 0.04). This association was particularly evident among children with lower levels of mother-child interaction. Nevertheless, positive mother-child interactions mitigated most of the adverse effects. Additionally, increased exposure to games and cartoons was associated with poorer behavioral outcomes in all children except for those experiencing positive mother-child interactions. CONCLUSION Early mother-child interactions play a crucial role in mitigating the risk of behavioral problems in toddlers who spend prolonged periods looking at screens and who are frequently exposed to game and cartoon content.
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Affiliation(s)
- Pairote Chakranon
- School of Public Health, College of Public Health, Taipei Medical University, New Taipei City, Taiwan
| | - Jian-Pei Huang
- Department of Obstetrics and Gynecology, Mackay Memorial Hospital, Taipei, Taiwan
| | - Heng-Kien Au
- Department of Obstetrics and Gynecology, Taipei Medical University Hospital, Taipei, Taiwan
- Department of Obstetrics and Gynecology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Chen-Li Lin
- Department of Obstetrics and Gynecology, Heping Fuyou Branch, Taipei City Hospital, Taipei, Taiwan
| | - Yi-Yung Chen
- Department of Obstetrics and Gynecology, Mackay Memorial Hospital, Taipei, Taiwan
| | - Shih-Peng Mao
- Department of Obstetrics and Gynecology, Ministry of Health and Welfare, Taipei Medical University-Shuang Ho Hospital, New Taipei City, Taiwan
| | - Wen-Yi Lin
- Ph.D. Program in Medical Neuroscience, College of Medical Science and Technology, Taipei Medical University and National Health Research Institutes, New Taipei City, Taiwan
| | - Ming-Lun Zou
- School of Public Health, College of Public Health, Taipei Medical University, New Taipei City, Taiwan
| | - Wanda Estinfort
- Department of Epidemiology and Environmental Health, School of Public Health and Health Professions, University at Buffalo, State University of New York, Buffalo, USA
| | - Yi-Hua Chen
- School of Public Health, College of Public Health, Taipei Medical University, New Taipei City, Taiwan.
- Neuroscience Research Center, Taipei Medical University, Taipei, Taiwan.
- Research Center of Health Equity, College of Public Health, Taipei Medical University, New Taipei City, Taiwan.
- School of Public Health, College of Public Health, Taipei Medical University, 10F., Biomedical Technology Building, Shuang-Ho Campus, No. 301, Yuantong Rd., Zhonghe Dist., New Taipei City, Taiwan.
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Kaur N, Gupta M, Chakrapani V, Khan F, Malhi P, Kiran T, Grover S. Effectiveness of a program to lower unwanted media screens among 2-5-year-old children: a randomized controlled trial. Front Public Health 2024; 12:1304861. [PMID: 38966696 PMCID: PMC11223730 DOI: 10.3389/fpubh.2024.1304861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2023] [Accepted: 04/19/2024] [Indexed: 07/06/2024] Open
Abstract
Background Limited interventions exist on reducing unwanted screen time (ST) among children from low- and middle-income countries (LMICs), so we developed and assessed the effectiveness of the program to lower unwanted media screen time (PLUMS) among children aged 2-5 years in Chandigarh, Union Territory, North India. Methods An open-label randomized control parallel group trial per CONSORT guidelines was conducted among randomly selected 340 families with children aged 2-5 (±3 months) years in Chandigarh, India. PLUMS was implemented at the family level with a focus on modifying the home media environment and targeted individual-level interventions using parent and child modules for 2 months. A post-intervention (immediately) and a follow-up assessment after 6 months was done. During the follow-up period, the interaction was done passively via WhatsApp groups. The control group received routine healthcare services. Validated and standardized tools, including a digital screen exposure questionnaire with a physical activity component, preschool child behavior checklist, and sleep disturbance scale for children, were used to collect data at baseline, post-intervention, and follow-up periods. The primary outcome was the mean difference in ST (minutes/day) among children in the intervention group versus the control group. Generalized estimating equation (GEE) analysis was performed to adjust for clustering. Results An equal number of families (n = 170) were randomly assigned to the intervention and control arms. In the post-intervention assessment, 161 and 166 families continued while, at the follow-up assessment, 154 and 147 were in the intervention and control arm, respectively. The mean difference in ST on a typical day [27.7 min, 95% Confidence Interval (CI) 5.1, 50.3] at the post-intervention assessment significantly (p < 0.05) decreased in the intervention (102.6 ± 98.5 min) arm as compared with the control (130.3 ± 112.8 min) arm. A significant reduction in ST (β = -35.81 min, CI -70.6, -1.04) from baseline (β = 123.1 min) to follow-up phase (β = 116 min) was observed in GEE analysis. The duration of physical activity increased both at post-intervention (β = 48.4 min, CI = +6.6, +90.3) and follow-up (β = 73.4 min, CI = 36.2, 110.5) assessments in the intervention arm. Conclusion The PLUMS intervention significantly reduced the children's mean ST on a typical day and increased the physical activity immediately post-intervention and during the 6-month follow-up period. These results might guide the policymakers to include strategies in the national child health programs in the Southeast Asia Region to reduce unwanted ST.Clinical trial registration: https://clinicaltrials.gov/, identifier CTRI/2017/09/009761.
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Affiliation(s)
- Nimran Kaur
- Department of Community Medicine and School of Public Health, Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, India
| | - Madhu Gupta
- Department of Community Medicine and School of Public Health, Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, India
| | | | - Firoz Khan
- Department of Community Medicine and School of Public Health, Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, India
| | | | - Tanvi Kiran
- Department of Community Medicine and School of Public Health, Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh, India
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Porras A, Rodney-Hernández P, Nguyen C, Rincón-Cortés M. Effects of sensory overstimulation in postpartum rats. Physiol Behav 2024; 280:114547. [PMID: 38614418 DOI: 10.1016/j.physbeh.2024.114547] [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: 01/02/2024] [Revised: 03/29/2024] [Accepted: 04/06/2024] [Indexed: 04/15/2024]
Abstract
Research in rodents has shown that exposure to excessive early life audiovisual stimulation leads to altered anxiety-like behaviors and cognitive deficits. Since this period of stimulation typically begins prior to weaning, newborn rodents receive sensory overstimulation (SOS) as a litter within their home cage while the dam is present. However, the effects of SOS during the postpartum period remain unexplored. To this end, we adapted an SOS paradigm for use in rats and exposed rat dams and their litters from postpartum days (PD) 10-23. Maternal observations were conducted to determine whether SOS produced changes in positive and/or negative maternal behaviors. Next, we assessed changes in anxiety-like behavior and cognition by testing dams in the elevated zero maze, open field, and novel object recognition tests. To assess potential effects on HPA-axis function, levels of the stress hormone corticosterone (CORT) were measured approximately 1-week after the cessation of SOS exposure. Our results indicate increased nursing and licking in SOS dams compared to controls, although SOS dams also exhibited significant increases in pup dragging. Moreover, SOS dams exhibited reduced self-care behaviors and nest-building compared to control dams. No differences were found for anxiety-like behaviors, object recognition memory, or CORT levels. This study is the first to assess the impact of postpartum SOS exposure in rat dams. Our findings suggest an SOS-induced enhancement in positive caregiving, but limited impact in all other measures.
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Affiliation(s)
- Abishag Porras
- Department of Neuroscience, School of Behavioral and Brain Sciences, University of Texas at Dallas, United States
| | - Paolaenid Rodney-Hernández
- Department of Neuroscience, School of Behavioral and Brain Sciences, University of Texas at Dallas, United States
| | - Christine Nguyen
- Department of Neuroscience, School of Behavioral and Brain Sciences, University of Texas at Dallas, United States
| | - Millie Rincón-Cortés
- Department of Neuroscience, School of Behavioral and Brain Sciences, University of Texas at Dallas, United States.
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Alenazi SA, Hasham SH, Hanif I, Hussain S, Abderahim M, Alanazi AM, Alhudhayyiri BF, Alanazi AF, Alanazi AM, Elmorsy E. Association of Screen Time Exposure With Autism Spectrum Disorder in Four to Six-Year-Old Children in Arar City, Saudi Arabia. Cureus 2024; 16:e61447. [PMID: 38947650 PMCID: PMC11214804 DOI: 10.7759/cureus.61447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/26/2024] [Indexed: 07/02/2024] Open
Abstract
Background Autism spectrum disorder (ASD) is a psychopathologic disorder caused by several factors. The early signs include poor interaction and communication, delayed milestones, and repeated behavior patterns. This study aimed to assess the relationship between screen time and ASD severity and investigate the types of electronic devices associated with ASD in children aged four to six years in Arar City, Kingdom of Saudi Arabia (KSA). Methodology A cross-sectional study was conducted in primary healthcare centers (PHCs) in Arar City, KSA. The study enrolled all parents with children aged four to six years attending the PHCs in Arar City, KSA. Results The total sample size was 199 participants. Regarding the relationship between screen time exposure and ASD, there were variable screen time exposure durations, with 22.6% of children exposed for less than an hour, 30.7% for one to two hours, and 46.7% for more than two hours. Moreover, the type of electronic devices to which children were exposed varied, with smartphones being the most prevalent (68.3%). In terms of the age of children since exposure to electronic devices, the data indicated that 30.2% were exposed before the age of two, 35.2% between two and three years, and 34.7% after three years of age. Regarding the relationship with sociodemographic characteristics, there was a statistically significant relationship with the mother's age at birth (p = 0.050), mother's education level (p = 0.009), father's education level (p = 0.049), whether the child was suffering from any chronic or neurological disease (p = 0.008), age since the child was exposed to electronic devices (p = 0.049), and screen time exposure duration (p = 0.040). Conclusions The study highlights the significant association between screen time exposure and the development of ASD in children. Public awareness of this associated risk among caregivers is recommended to follow the protective guidelines. Further research and interventions are needed to better understand and address the impact of screen media use on children's neurodevelopment and overall well-being.
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Affiliation(s)
| | | | - Irfan Hanif
- Pediatrics, Northern Border University, Arar, SAU
| | | | | | | | | | - Abdullah F Alanazi
- Medical School, Faculty of Medicine, Northern Border University, Arar, SAU
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Prithviraj MM, Alam MR, Devi N. The cartoon character syndrome: Navigating the impact on childhood development in the digital age. Indian J Psychiatry 2024; 66:463-465. [PMID: 38919563 PMCID: PMC11195749 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_201_24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Revised: 04/13/2024] [Accepted: 04/19/2024] [Indexed: 06/27/2024] Open
Affiliation(s)
- M Manoj Prithviraj
- Department of Psychiatry, All India Institute of Medical Sciences, Gorakhpur, Uttar Pradesh, India
| | - Mohd R. Alam
- Department of Psychiatry, All India Institute of Medical Sciences, Gorakhpur, Uttar Pradesh, India
| | - Nisha Devi
- Department of Psychiatry, All India Institute of Medical Sciences, Gorakhpur, Uttar Pradesh, India
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Tekeci Y, Torpil B, Altuntaş O. The Impact of Screen Exposure on Screen Addiction and Sensory Processing in Typically Developing Children Aged 6-10 Years. CHILDREN (BASEL, SWITZERLAND) 2024; 11:464. [PMID: 38671681 PMCID: PMC11049253 DOI: 10.3390/children11040464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2024] [Revised: 04/03/2024] [Accepted: 04/11/2024] [Indexed: 04/28/2024]
Abstract
As technology continues to develop, children are spending more time in front of screens, which can lead to significant problems. For children aged 5 years and above, screen time of 2 or more hours per day on average is considered problematic. This study aimed to investigate the impact of screen exposure on screen addiction and sensory processing in typically developing children aged 6-10 years. The study analyzed 74 children who had a screen exposure time of 2 h or more and 71 children who had a screen exposure time of less than 2 h. The Dunn Sensory Profile was used to evaluate sensory processing skills, and the Problematic Media Use Scale was used to measure screen addiction. The group with high screen exposure showed statistically significant differences in screen addiction, distraction, and sedentary factors (p < 0.05). No significant differences were found in other parameters. Based on these findings, it has been determined that excessive screen exposure leads to a more sedentary lifestyle, increased screen addiction, and distraction in typically developing children aged 6-10 years. It is important to consider the duration of screen exposure in typically developing children aged 6-10 years and to conduct further studies on this topic.
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Affiliation(s)
- Yasin Tekeci
- Occupational Therapy Department, Faculty of Gülhane Health Sciences, University of Health Sciences Turkey, Ankara 06018, Turkey;
| | - Berkan Torpil
- Occupational Therapy Department, Faculty of Gülhane Health Sciences, University of Health Sciences Turkey, Ankara 06018, Turkey;
| | - Onur Altuntaş
- Occupational Therapy Department, Faculty of Health Sciences, Hacettepe University, Ankara 06018, Turkey;
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Ricci C, Ordnung M, Rothenbacher D, Genuneit J. Substituting Book Reading for Screen Time Benefits Preschoolers' Sleep Health: Results from the Ulm SPATZ Health Study. Nat Sci Sleep 2024; 16:315-324. [PMID: 38524767 PMCID: PMC10961022 DOI: 10.2147/nss.s448736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 02/19/2024] [Indexed: 03/26/2024] Open
Abstract
Purpose Healthy sleep is essential for the physical, cognitive, and social development of children. Several studies have reported the increase in digital media use in preschool children and its association with impaired sleep. However, there is relatively little evidence on the effects of book reading as a potentially safe alternative. The objective of this study, therefore, was to investigate whether sleep in children could benefit from book reading, and whether the negative effects of media use on sleep can be mitigated by substituting book reading for screen time. Participants and Methods We used longitudinal data from three consecutive waves of the SPATZ Health study, including children at the ages of 4 (n=581), 5 (n=508), and 6 (n=426) years. All data were collected by self-administered questionnaires. Parent-reported child sleep was assessed by the Children's Sleep Habits Questionnaire. Results Across the three waves, screen-based media use increased and was associated with lower sleep quality. In contrast, the time spent with book reading decreased; however, book reading appeared to be beneficial for children's sleep. Substitution models revealed that the theoretical substitution of an equal amount of book reading for 50% of the time spent with screen-based media benefits several domains of preschoolers' sleep health, including parasomnias, sleep anxiety, daytime sleepiness, and sleep onset delay. Conclusion Besides implications for population-wide and individual prevention, book reading may also be incorporated as a useful intervention to improve sleep quality in children who are already affected by sleep problems. Given that book reading is perceived as a safe alternative, the presented evidence may suffice to support recommendations in this direction.
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Affiliation(s)
- Cristian Ricci
- Pediatric Epidemiology, Department of Pediatrics, Medical Faculty, Leipzig University, Leipzig, Germany
- Africa Unit for Transdisciplinary Health Research (AUTHeR), North-West University, Potchefstroom, South Africa
| | - Madeleine Ordnung
- Pediatric Epidemiology, Department of Pediatrics, Medical Faculty, Leipzig University, Leipzig, Germany
| | | | - Jon Genuneit
- Pediatric Epidemiology, Department of Pediatrics, Medical Faculty, Leipzig University, Leipzig, Germany
- Institute of Epidemiology and Medical Biometry, Ulm University, Ulm, Germany
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Korres G, Kourklidou M, Sideris G, Bastaki D, Demagkou A, Riga M, Gogoulos P, Nikolopoulos T, Delides A. Unsupervised Screen Exposure and Poor Language Development: A Scoping Review to Assess Current Evidence and Suggest Priorities for Research. Cureus 2024; 16:e56483. [PMID: 38638754 PMCID: PMC11026032 DOI: 10.7759/cureus.56483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/19/2024] [Indexed: 04/20/2024] Open
Abstract
Screen exposure has both negative and positive effects on the level of language skills a child acquires. The purpose of this review is to address current literature on the possible relationship between unsupervised screen exposure and language development in children and to provide recommendations to caregivers regarding screen exposure of children, taking into consideration the possible effects. A scoping review was conducted using the PubMed/MEDLINE (Medical Literature Analysis and Retrieval System Online) database. A total of 590 articles were retrieved and considered for inclusion. Twenty-one articles were finally included and reviewed with an emphasis on language, communication, and executive skills as well as cognitive development. The negative effects of screen exposure for children outweigh the positive effects. The largest number of studies demonstrate that unsupervised screen exposure may negatively impact a child's language usage and cognitive and executive skills, disrupt playtime, and affect the quality of sleep. On the other hand, supervised screen use is associated with improved language skills. More evidence is needed on unsupervised exposure in children to new types of screens. As technology could play a significant role in schools in the future, additional research is required to create educational media for schoolchildren with specific guidelines.
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Affiliation(s)
- Georgios Korres
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Melina Kourklidou
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Giorgos Sideris
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Despoina Bastaki
- First Department of Pediatrics, Unit of Developmental and Behavioral Pediatrics, Aghia Sophia Children's Hospital, Athens, GRC
| | - Aikaterini Demagkou
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Maria Riga
- Department of Otorhinolaryngology-Head and Neck Surgery, Dammam Medical Complex, Dammam, SAU
| | - Panagiotis Gogoulos
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Thomas Nikolopoulos
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Alexander Delides
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
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Chen M, Chia M, Chua T, Shen Z, Kang M, Chen L, Tong T, Wang X. Associations between Parental Educational Attainment, Children's 24-h Behaviors and Children's Hyperactivity Behavior in the COVID-19 Pandemic. Healthcare (Basel) 2024; 12:516. [PMID: 38470627 PMCID: PMC10930545 DOI: 10.3390/healthcare12050516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 02/14/2024] [Accepted: 02/14/2024] [Indexed: 03/14/2024] Open
Abstract
BACKGROUND Parental Educational Attainment and children's 24-h behaviors significantly influenced children's hyperactivity symptoms. This study aimed to examine the mediating role of children's 24-h behavior changes due to the COVID-19 pandemic between Parental Educational Attainment and children's hyperactivity index. It also aimed to investigate the associations between Children's Physical Activity, digital media use, sleep, and hyperactivity index between two clusters of Parental Educational Attainments. The goal was to provide targeted behavioral optimization recommendations for caregivers to reduce the risk of children's hyperactivity. METHODS The study was a collaborative extension of the International iPreschooler Surveillance Study Among Asians and otheRs project and the Chinese Children and Adolescent Sports Health Promotion Action Project. The Parent-Surveillance of Digital Media in Childhood Questionnaire® and the Abbreviated Rating Scales from the Conners Parent Symptom Questionnaire were used to measure Parental Educational Attainment, children's behavior changes during the COVID-19 pandemic, and hyperactivity indexes. A total of 11,190 parents of 6-to-12-year-old children completed the online surveys in mainland China. A structural equation model was established by using Smart-PLS, and the linear regression model, and isotemporal substitution models were established by using a Compositional Data Analysis package with R program to achieve the research objectives. RESULTS Changes in children's 24-h behaviors due to the COVID-19 pandemic had a significant mediation effect on the negative associations between Parental Educational Attainment and children's hyperactivity index (β = 0.018, T = 4.521, p < 0.001) with a total effect (β = -0.046, T = 4.521, p < 0.001) and a direct effect (β = -0.064, T = 6.330, p < 0.001). Children's Digital Media use was significantly and negatively associated with hyperactivity index among all children. Reallocated time from digital media use to both sleep and physical activity decreased the hyperactivity index, and vice-versa. For parents without tertiary education (R2 = 0.09, p < 0.001), sleep was significantly and negatively associated with the hyperactivity index (βilr-CSL = -0.06, p < 0.001); for parents with tertiary education (R2 = 0.07, p < 0.001), physical activity was significantly and negatively associated with the hyperactivity index (βilr-CPA = -0.05, p < 0.001), and sleep was significantly and positively associated with the hyperactivity index (βilr-CSL = 0.03, p < 0.001). A significant increase in the hyperactivity index was detected when physical activity time was reallocated to sleep, with a significant decrease in the opposite direction. CONCLUSIONS Parental Educational Attainment and children's 24-h behaviors directly influenced children's hyperactivity index. However, a purposeful and targeted optimization of children's 24-h behaviors-namely, physical activity, digital media use, and sleep-could assist parents with different educational attainments to reduce their children's hyperactivity index and mitigate the risk of hyperactivity.
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Affiliation(s)
- Meiyuan Chen
- College of Physical Education & Health, East China Normal University, Shanghai 200241, China; (M.C.)
- Physical Education & Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
| | - Michael Chia
- College of Physical Education & Health, East China Normal University, Shanghai 200241, China; (M.C.)
- Physical Education & Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
| | - Terence Chua
- Physical Education & Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
| | - Zhi Shen
- Department of Astronomy, Shanghai Jiao Tong University, Shanghai 200240, China
| | - Mengke Kang
- College of Physical Education & Health, East China Normal University, Shanghai 200241, China; (M.C.)
| | - Lu Chen
- School of Physical Education, Shandong University, Jinan 250061, China
| | - Tiantian Tong
- College of Sports, China University of Mining and Technology, Xuzhou 221000, China;
| | - Xiaozan Wang
- College of Physical Education & Health, East China Normal University, Shanghai 200241, China; (M.C.)
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Hendry D, Straker L, Bourne B, Coshan S, Kumwembe N, McCarthy C, Zabatiero J. Parental practices and perspectives on health and digital technology use information seeking for children aged 0-36 months. Health Promot J Austr 2024. [PMID: 38382122 DOI: 10.1002/hpja.849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 11/30/2023] [Accepted: 02/08/2024] [Indexed: 02/23/2024] Open
Abstract
BACKGROUND Parents commonly seek information to support the health and well-being of their children. The increasing availability of health information online and social changes related to the COVID-19 pandemic may have changed what information is sought, from whom, where, and why. This qualitative study explored parents' practices and perspectives on seeking health and digital technology use information for their young children. METHODS Twenty parents, living in Australia (7 rural, 3 remote, and 10 metropolitan), with children aged 0-36 months completed a semi-structured interview. RESULTS Parents commonly turned to friends and family and online sources to access health information for their young children. For all types of health information, including digital technology use, themes were identified surrounding aspects of information sources participants valued and accessibility of health services. Perceived credibility and trustworthiness, relatability with other parents, ease of accessibility and convenience, and actionable, bite-sized information were valued. Reduced accessibility to health services due to COVID-19 and geographical location, and need for agency in managing their child's health influenced parents' choice of source of information. Few participants actively sought information about digital technology use for their young child, with the main focus on screen time. CONCLUSION Interactions with family and friends and online sources are important to parents when accessing health information for their child. Parents valued information sources which they considered trustworthy, credible, and relatable, as well as easily accessible and convenient. SO WHAT?: Dissemination of health information reflecting these values may empower parents during this early stage of parenthood.
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Affiliation(s)
- Danica Hendry
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
- Australian Research Council Centre of Excellence for the Digital Child, Australia
| | - Leon Straker
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
- Australian Research Council Centre of Excellence for the Digital Child, Australia
| | - Brittany Bourne
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Sarah Coshan
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Ndapile Kumwembe
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Caroline McCarthy
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - Juliana Zabatiero
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
- Australian Research Council Centre of Excellence for the Digital Child, Australia
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Wang H, Zhao J, Yu Z, Pan H, Wu S, Zhu Q, Dong Y, Liu H, Zhang Y, Jiang F. Types of On-Screen Content and Mental Health in Kindergarten Children. JAMA Pediatr 2024; 178:125-132. [PMID: 38048076 PMCID: PMC10696513 DOI: 10.1001/jamapediatrics.2023.5220] [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: 06/26/2023] [Accepted: 09/24/2023] [Indexed: 12/05/2023]
Abstract
Importance Excessive screen time has been associated with a higher risk for mental health problems, but whether the associations differ by screen content types is unclear. Objective To examine the allocation of and longitudinal changes in screen exposure across different content types and to explore their associations with mental health in children aged 3 to 6 years. Design, Setting, and Participants This cohort study used 3-wave, lagged generalized estimating equation models to analyze data from the Shanghai Children's Health, Education and Lifestyle Evaluation-Preschool (SCHEDULE-P) study in Shanghai, China. The cohort was a representative sample of kindergarten children. Data were collected between November 2016 and May 2019 when children were aged 3 to 4 years (wave 1), 4 to 5 years (wave 2), and 5 to 6 years (wave 3). Data analysis was performed between June 2022 and May 2023. Exposure Screen exposure (total daily time and time with each type of content, including educational programs, entertainment programs, non-child-directed programs, electronic games, and social media) was collected when children were aged 3, 5, and 6 years. Main Outcomes and Measures Mental health of children at age 3, 5, and 6 years was reported by parents using the Strengths and Difficulties Questionnaire. Results Of the 15 965 children included in the representative sample, 8270 were males (51.7%) and the mean (SD) age at wave 1 was 3.73 (0.30) years. As children developed from ages 3 to 6 years, the proportion of screen exposure to educational programs (≤1 hour per day: 45.0% [95% CI, 43.5%-46.5%] to 26.8% [95% CI, 25.3%-28.3%]) and entertainment programs (≤1 hour per day: 44.4% [95% CI, 42.8%-45.9%] to 32.1% [95% CI, 30.4%-33.9%]) decreased, whereas exposure to social media increased (≤1 hour per day: 1.5% [95% CI, 1.2%-1.9%] to 27.1% [95% CI, 25.5%-28.7%]). The associations between on-screen content and mental health varied. For a given total screen time, a higher proportion of screen exposure to educational programs was associated with a lower risk for mental health problems (adjusted odds ratio [AOR], 0.73; 95% CI, 0.60-0.90), whereas non-child-directed programs were associated with a higher risk for such problems (AOR, 2.82; 95% CI, 1.91-4.18). Regardless of the content, total screen time was consistently associated with mental health problems. Conclusions and relevance Results of this study indicated that both total screen time and different types of content were associated with mental health problems in children aged 3 to 6 years. Limiting children's screen time, prioritizing educational programs, and avoiding non-child-directed programs are recommended.
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Affiliation(s)
- Haiwa Wang
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Jin Zhao
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Zhangsheng Yu
- Clinical Research Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Hao Pan
- Child Health Advocacy Institute, National Children’s Medical Center, Shanghai Children’s Medical Center, Shanghai, China
| | - Saishuang Wu
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Qi Zhu
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Yuanyuan Dong
- Child Health Advocacy Institute, National Children’s Medical Center, Shanghai Children’s Medical Center, Shanghai, China
| | - Huilin Liu
- Child Health Advocacy Institute, National Children’s Medical Center, Shanghai Children’s Medical Center, Shanghai, China
| | - Yunting Zhang
- Child Health Advocacy Institute, National Children’s Medical Center, Shanghai Children’s Medical Center, Shanghai, China
| | - Fan Jiang
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
- Ministry of Education-Shanghai Key Laboratory of Children’s Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
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Zanzoul S, Strickland PO, Mendelsohn AL, Malke K, Bator A, Hemler J, Jimenez ME. Stress and Infant Media Exposure During COVID-19: A Study Among Latino Families. J Dev Behav Pediatr 2024; 45:e14-e20. [PMID: 38127845 PMCID: PMC10922283 DOI: 10.1097/dbp.0000000000001231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 09/12/2023] [Indexed: 12/23/2023]
Abstract
OBJECTIVE The COVID-19 pandemic disproportionately harmed Latino families; however, its effects on their stress and media routines remain understudied. We examined economic and parenting stress patterns during the COVID-19 pandemic and estimated associations between these forms of stress and nonadherence to American Academy of Pediatrics (AAP) infant media exposure recommendations among Latino families. We also explored how nonadherence with AAP recommendations varied with COVID-19 cases. METHODS We analyzed baseline data from an ongoing clinical trial recruiting low-income Latino parent-infant dyads. Nonadherence with AAP media exposure recommendations (ScreenQ) and economic and parent stress were measured using parent reports. Additional variables included epidemiological data on COVID-19 cases. Linear models examined associations between the pandemic and both stress variables as well as between stress and ScreenQ. Using locally weighted scatterplot smoothing curve fitting, the rise and fall of NJ COVID-19 cases were overlayed with ScreenQ scores over time to visualize and explore trends. RESULTS All parents identified as Latino (62.6% unemployed, 91.5% limited English proficiency). Mean infant age was 8.2 months. Parent stress increased over time during the COVID-19 pandemic (r = 0.13, p = 0.0369). After covariate adjustment, economic and parent stress were associated with increased nonadherence with AAP recommendations (standardized beta = 0.16, 95% confidence interval [CI], 0.03-0.29; standardized beta = 0.18, 95% CI, 0.04-0.31, respectively). Nonadherence to media exposure recommendations seemed to track with rises in the number of COVID-19 cases with a lag of 7 days. CONCLUSION Parent and economic stress were associated with nonadherence to infant media exposure recommendations among Latino families. These findings highlight the need for practitioners to support families from under-resourced communities and to promote healthy media routines.
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Affiliation(s)
| | - Pamela Ohman Strickland
- Rutgers School of Public Health, Piscataway
- Department of Family Medicine and Community Health, New Brunswick, NJ
| | - Alan L. Mendelsohn
- Department of Pediatrics, New York University School of Medicine/Bellevue Hospital Center, New York, New York
| | | | - Alicja Bator
- Department of Family Medicine and Community Health, New Brunswick, NJ
| | - Jennifer Hemler
- Department of Family Medicine and Community Health, New Brunswick, NJ
| | - Manuel E. Jimenez
- The Department of Pediatrics, New Brunswick, NJ
- Department of Family Medicine and Community Health, New Brunswick, NJ
- Child Health Institute of New Jersey, New Brunswick, NJ
- Boggs Center for Developmental Disabilities, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ
- Children’s Specialized Hospital, New Brunswick, NJ
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de Andrade Leão OA, Bertoldi AD, Domingues MR, Murray J, Santos IS, Barros AJD, Matijasevich A, Mielke GI. Cross-sectional and prospective associations between screen time and childhood neurodevelopment in two Brazilian cohorts born 11 years apart. Child Care Health Dev 2024; 50:e13165. [PMID: 37609715 DOI: 10.1111/cch.13165] [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: 10/13/2022] [Revised: 07/12/2023] [Accepted: 08/07/2023] [Indexed: 08/24/2023]
Abstract
BACKGROUND The aim of this study was to investigate the associations between screen time from ages 2 to 4 years and child neurodevelopment at age 4. METHODS The participants were from the 2004 (N = 3787) and 2015 (N = 3604) Pelotas (Brazil) birth cohort studies. Childhood neurodevelopment was assessed at age 4 using the Battelle Development Inventory. The time children spent on screen devices was reported by their guardians at ages 2 and 4 years. Linear regression models were used to investigate the association of: (i) time spent on television at ages 2 and 4 years; (ii) time spent on other screens at age 4; and (iii) total screen time at age 4 (television + other screens) with childhood neurodevelopment at age 4. RESULTS Average daily screen time among children born in 2004 and those born in 2005 aged 4 years were 3.4 (SD: 2.4) and 4.4 h (SD: 2.9), respectively. Overall, few associations of very small magnitude between screen time and child neurodevelopment were observed. Television time at 2 years of age was statistically associated with lower neurodevelopment at 4 years of age in the 2015 cohort (β = -0.30, 95%CI = -0.55; -0.05). Conversely, television time (β = 0.17, 95%CI = 0.07, 0.26) and total screen time (β = 0.22, 95%CI = 0.13, 0.31) at age 4 were associated with higher neurodevelopment at age 4 in the 2004 cohort. CONCLUSIONS The findings of this study suggest that the amount of time spent on screen devices might not be associated with neurodevelopment of children under 5 years of age. The small magnitude and inconsistencies in the direction of associations did not find evidence to support the current guidelines for screen time at this age. Therefore, more studies, especially those with longitudinal data, are important to comprehend the true effect of screen time on neurodevelopment and other health outcomes.
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Affiliation(s)
| | | | | | - Joseph Murray
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas, Brazil
| | - Iná Silva Santos
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas, Brazil
| | - Aluisio J D Barros
- Postgraduate Program in Epidemiology, Federal University of Pelotas, Pelotas, Brazil
| | - Alicia Matijasevich
- Departamento de Medicina Preventiva, Faculdade de Medicina FMUSP, Universidade de São Paulo, São Paulo, Brazil
| | - Gregore Iven Mielke
- School of Public Health, The University of Queensland, Brisbane, Queensland, Australia
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Massaroni V, Delle Donne V, Marra C, Arcangeli V, Chieffo DPR. The Relationship between Language and Technology: How Screen Time Affects Language Development in Early Life-A Systematic Review. Brain Sci 2023; 14:27. [PMID: 38248242 PMCID: PMC10813394 DOI: 10.3390/brainsci14010027] [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: 11/29/2023] [Revised: 12/18/2023] [Accepted: 12/23/2023] [Indexed: 01/23/2024] Open
Abstract
Screen time refers to the amount of time a child is exposed to a screen, that is, television, computer, smartphone, or any other digital medium. Prolonged screen time in the first years of life may affect a child's cognitive abilities, especially language acquisition. A systematic review was conducted, following the PRISMA-P guidelines, with the aim to explore the available literature relating to the impact of screen time on children's language development. This review identified 18 articles. The articles reviewed showed that prolonged screen time and exposure to screens in the first 2 years of life can negatively affect language development and communication skills, in terms of comprehension and vocabulary range. In addition, overexposure to screens in the early years can affect overall cognitive development, especially attention to environmental stimuli, social experiences, problem solving, and communication with others, e.g., the alternance of rhythms and roles in a conversation. In conclusion, our systematic review supports the idea that preschool screen time has negative effects on children's cognitive and language development. Television seems to be the medium most detrimental to children's skills, as it is used in a passive manner and is often characterised by language and content that do not suit the child's processing mode. Future studies should increasingly focus on the digital media that children possess at an early age, such as mobile phones and tablets, and on how children relate to the online world, such as social networks.
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Affiliation(s)
- Valentina Massaroni
- Department of Safety and Bioethics, Catholic University of Sacred Heart, 00168 Rome, Italy; (V.M.); (V.D.D.)
| | - Valentina Delle Donne
- Department of Safety and Bioethics, Catholic University of Sacred Heart, 00168 Rome, Italy; (V.M.); (V.D.D.)
| | - Camillo Marra
- Neurology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
| | - Valentina Arcangeli
- Clinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
| | - Daniela Pia Rosaria Chieffo
- Clinical Psychology Unit, Fondazione Policlinico Universitario Agostino Gemelli IRCCS, 00168 Rome, Italy;
- Department of Woman, Children and Public Health, Catholic University of Sacred Heart, 00168 Rome, Italy
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Chowsomchat J, Boonrusmee S, Thongseiratch T. Swipe, tap, read? Unveiling the effects of Touchscreen devices on Emergent Literacy Development in preschoolers. BMC Pediatr 2023; 23:625. [PMID: 38071329 PMCID: PMC10709962 DOI: 10.1186/s12887-023-04450-y] [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] [Received: 06/30/2023] [Accepted: 11/29/2023] [Indexed: 12/18/2023] Open
Abstract
Emergent literacy skills are vital for children's reading and writing development. While touchscreen devices have been linked to enhanced emergent literacy in developed countries, their impact in low- and middle-income countries (LMICs), with limited access to quality apps, is underexplored. Thailand, classified as an upper-middle-income country, presents a unique context with its specific challenges in educational technology, which have not been extensively studied. This study examined the relationship between touchscreen device usage and emergent literacy development in Thai preschool children. Using a cross-sectional design, we analyzed data from 317 Thai children aged 5-6 years, assessing their emergent literacy skills and examining the association with touchscreen device usage through logistic regression analysis. Our findings showed that 79.5% of participants engaged with touchscreen devices, and there was an observed trend suggesting that exclusive tablet users might exhibit enhanced phonological awareness, letter naming, and rapid automatized naming skills. However, these potential improvements did not reach statistical significance when primary caregiver characteristics were taken into account. Our findings highlight the complexity of this relationship and underscore the need for further research to elucidate the potential influences of application quality and screen time engagement on emergent literacy, particularly in LMICs.
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Affiliation(s)
- Jariyaporn Chowsomchat
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Sasivara Boonrusmee
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Therdpong Thongseiratch
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
- Songklanagarind ADHD Multidisciplinary Assessment and care Team for quality Improvement (SAMATI), Child Development Unit, Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
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20
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Zhou J, Tong J, Ru X, Teng Y, Geng M, Yan S, Tao F, Huang K. Placental inflammatory cytokines mRNA expression and preschool children's cognitive performance: a birth cohort study in China. BMC Med 2023; 21:449. [PMID: 37981714 PMCID: PMC10658981 DOI: 10.1186/s12916-023-03173-2] [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: 01/31/2023] [Accepted: 11/13/2023] [Indexed: 11/21/2023] Open
Abstract
BACKGROUND The immunologic milieu at the maternal-fetal interface has profound effects on propelling the development of the fetal brain. However, accessible epidemiological studies concerning the association between placental inflammatory cytokines and the intellectual development of offspring in humans are limited. Therefore, we explored the possible link between mRNA expression of inflammatory cytokines in placenta and preschoolers' cognitive performance. METHODS Study subjects were obtained from the Ma'anshan birth cohort (MABC). Placental samples were collected after delivery, and real-time quantitative polymerase chain reaction (RT-qPCR) was utilized to measure the mRNA expression levels of IL-8, IL-1β, IL-6, TNF-α, CRP, IFN-γ, IL-10, and IL-4. Children's intellectual development was assessed at preschool age by using the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV). Multiple linear regression and restricted cubic spline models were used for statistical analysis. RESULTS A total of 1665 pairs of mother and child were included in the analysis. After adjusting for confounders and after correction for multiple comparisons, we observed that mRNA expression of IL-8 (β = - 0.53; 95% CI, - 0.92 to - 0.15), IL-6 (β = - 0.58; 95% CI, - 0.97 to - 0.19), TNF-α (β = - 0.37; 95% CI, - 0.71 to - 0.02), and IFN-γ (β = - 0.31; 95% CI, - 0.61 to - 0.03) in the placenta was negatively associated with preschoolers' full scale intelligence quotient (FSIQ). Both higher IL-8 and IL-6 were associated with lower children's low fluid reasoning index (FRI), and higher IFN-γ was associated with lower children's working memory index (WMI). After further adjusting for confounders and children's age at cognitive testing, the integrated index of six pro-inflammatory cytokines (index 2) was found to be significantly and negatively correlated with both the FSIQ and each sub-dimension (verbal comprehension index (VCI), visual spatial index (VSI), FRI, WMI, processing speed index (PSI)). Sex-stratified analyses showed that the association of IL-8, IFN-γ, and index 2 with children's cognitive development was mainly concentrated in boys. CONCLUSIONS Evidence of an association between low cognitive performance and high expression of placental inflammatory cytokines (IL-8, IL-6, TNF-α, and IFN-γ) was found, highlighting the potential importance of intrauterine placental immune status in dissecting offspring cognitive development.
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Affiliation(s)
- Jixing Zhou
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China
| | - Juan Tong
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China
| | - Xue Ru
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China
| | - Yuzhu Teng
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China
| | - Menglong Geng
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China
| | - Shuangqin Yan
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Maternal and Child Health Care Center of Ma'anshan, No 24 Jiashan Road, Ma'anshan 243011, Anhui, China
| | - Fangbiao Tao
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China
| | - Kun Huang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, 230032, China.
- Key Laboratory of Population Health Across Life Cycle (AHMU), MOE, Hefei, 230032, China.
- NHC Key Laboratory of Study On Abnormal Gametes and Reproductive Tract, Hefei, 230032, China.
- Anhui Provincial Key Laboratory of Population Health and Aristogenics, Hefei, 230032, China.
- Scientific Research Center in Preventive Medicine, School of Public Health, Anhui Medical University, Anhui Province, China.
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Shahid S, Weisz J, Florez ID. Impact of 2019 Novel Coronavirus (2019-nCov) Pandemic and Lockdown on Parents and Caregivers in Ontario, Canada. Clin Pediatr (Phila) 2023; 62:1237-1244. [PMID: 36856080 PMCID: PMC9982414 DOI: 10.1177/00099228231155004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/02/2023]
Abstract
The COVID-19 pandemic has impacted parents' and children's well-being. This study aimed to evaluate the impact of the COVID-19 pandemic and its preventive measures on children's well-being and their parents' anxiety level. Parents/caregivers were invited to respond to a self-administered survey. The primary outcome was to assess the rate and severity of parental anxiety during the pandemic/lockdown. Four hundred and thirty parents completed the survey. Ninety-two (21%) and 10 (2%) parents reported that their children gained or lost weight during the pandemic, respectively. Eighty-one (19%) parents reported a regression in their children's developmental milestones, particularly in toileting, speech, and social interaction. The GAD-7 mean scores increased by 2.9 points (95% CI [2.5, 3.25]; P < .001) in comparison with prepandemic scores. Adjusted multivariable analysis showed that having children with psychological conditions and a maternal education level less than a university degree were significantly associated with higher parental anxiety.
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Affiliation(s)
- Shaneela Shahid
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada
- Department of Pediatrics, McMaster Children’s Hospital, McMaster University, Hamilton, ON, Canada
| | - Janet Weisz
- Department of Pediatrics, McMaster Children’s Hospital, McMaster University, Hamilton, ON, Canada
| | - Ivan D. Florez
- Department of Pediatrics, University of Antioquia, Medellin, Colombia
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
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22
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Alroqi H, Serratrice L, Cameron-Faulkner T. The association between screen media quantity, content, and context and language development. JOURNAL OF CHILD LANGUAGE 2023; 50:1155-1183. [PMID: 35758141 DOI: 10.1017/s0305000922000265] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study investigates the influence of the quantity, content, and context of screen media use on the language development of 85 Saudi children aged 1 to 3 years. Surveys and weekly event-based diaries were employed to track children's screen use patterns. Language development was assessed using JISH Arabic Communicative Development Inventory (JACDI). Findings indicate that the most significant predictor of expressive and receptive vocabulary in 12- to 16-month-olds was screen media context (as measured by the frequency of interactive joint media engagements). In older children (17- to 36-month-olds), more screen time (as measured by the amount of time spent using screens, the prevalence of background TV at home, and the onset age of screen use) had the highest negative impact on expressive vocabulary and mean length of utterance. These findings support health recommendations on the negative effects of excessive screen time and the positive effects of co-viewing media with children.
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Affiliation(s)
- Haifa Alroqi
- School of Arts, Languages and Cultures, University of Manchester, UK
- Department of European Languages and Literature, King Abdulaziz University, Saudi Arabia
| | - Ludovica Serratrice
- School of Psychology and Clinical Language Sciences, University of Reading, UK
- UiT, The University of the Arctic, Norway
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23
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Bustamante JC, Fernández-Castilla B, Alcaraz-Iborra M. Relation between executive functions and screen time exposure in under 6 year-olds: A meta-analysis. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2023.107739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
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24
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Muppalla SK, Vuppalapati S, Reddy Pulliahgaru A, Sreenivasulu H. Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus 2023; 15:e40608. [PMID: 37476119 PMCID: PMC10353947 DOI: 10.7759/cureus.40608] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2023] [Indexed: 07/22/2023] Open
Abstract
Children's heavy reliance on screen media has raised serious public health issues since it might harm their cognitive, linguistic, and social-emotional growth. This study examines the effects of screen time on many developmental domains and covers management and limitation techniques for kids' screen usage. Screen media has a wide range of cognitive consequences, with both beneficial and detrimental effects noted. Screens can improve education and learning; however, too much time spent in front of a screen and multitasking with other media has been related to worse executive functioning and academic performance. As screen time reduces the amount and quality of interactions between children and their caregivers, it can also have an impact on language development. Contextual elements like co-viewing and topic appropriateness are key in determining how language development is impacted. Additionally, excessive screen usage has detrimental effects on social and emotional growth, including a rise in the likelihood of obesity, sleep disorders, and mental health conditions including depression and anxiety. It can obstruct the ability to interpret emotions, fuel aggressive conduct, and harm one's psychological health in general. Setting boundaries, utilizing parental controls, and demonstrating good screen behavior are all techniques that parents may use to manage children's screen usage. We can reduce the possible negative impacts of excessive screen time and promote children's healthy development and well-being by increasing knowledge and encouraging alternative activities that stimulate development.
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Affiliation(s)
- Sudheer Kumar Muppalla
- Pediatrics, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND
| | - Sravya Vuppalapati
- General Practice, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND
| | - Apeksha Reddy Pulliahgaru
- Pediatric Medicine, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND
| | - Himabindu Sreenivasulu
- General Medicine, PES (People's Education Society) Institute of Medical Sciences and Research, Kuppam, IND
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25
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Operto FF, Viggiano A, Perfetto A, Citro G, Olivieri M, Simone VD, Bonuccelli A, Orsini A, Aiello S, Coppola G, Pastorino GMG. Digital Devices Use and Fine Motor Skills in Children between 3-6 Years. CHILDREN (BASEL, SWITZERLAND) 2023; 10:960. [PMID: 37371192 DOI: 10.3390/children10060960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 05/22/2023] [Accepted: 05/25/2023] [Indexed: 06/29/2023]
Abstract
(1) Background: The principal aim of our research was to explore the relationship between digital devices use and fine motor skills in children aged three to six years and to explore the effect of some socio-demographic factors. (2) Methods: we enrolled 185 children aged between three to six years. The parents of all the participants fulfilled a questionnaire to explore the digital device use, and their children performed a standardized test to assess fine motor skills (APCM-2). We performed the Spearman correlation test to explore the relationship between different variables. (3) Results: the children spent an average of 3.08 ± 2.30 h/day on digital devices. We did not find a significant association between the time of use of digital devices and fine motor skills (p = 0.640; r = -0.036). The youngest children experienced digital tools earlier than older ones (p < 0.001; r = 0.424) and they were also the ones who used digital tools more time afterwards (p = 0.012; -0.202). The children who had working parents spent more time on digital devices (p = 0.028; r = 0.164/p = 0.037; r = 0.154) and used digital devices earlier (p = 0.023; r = 0.171). (4) Conclusions: This data suggest that it would be useful to monitor the use of digital tools, especially in the very first years of life. Future studies are needed to further explore this topic.
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Affiliation(s)
- Francesca Felicia Operto
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Andrea Viggiano
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Antonio Perfetto
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Gabriella Citro
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Miriam Olivieri
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Valeria de Simone
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Alice Bonuccelli
- Pediatric Neurology, Pediatric University Department, University of Pisa, 56126 Pisa, Italy
| | - Alessandro Orsini
- Pediatric Neurology, Pediatric University Department, University of Pisa, 56126 Pisa, Italy
| | - Salvatore Aiello
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Giangennaro Coppola
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
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Almeida ML, Garon-Carrier G, Cinar E, Frizzo GB, Fitzpatrick C. Prospective associations between child screen time and parenting stress and later inattention symptoms in preschoolers during the COVID-19 pandemic. Front Psychol 2023; 14:1053146. [PMID: 37303895 PMCID: PMC10249107 DOI: 10.3389/fpsyg.2023.1053146] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2022] [Accepted: 04/21/2023] [Indexed: 06/13/2023] Open
Abstract
Introduction Child attention skills are critical for supporting self-regulation abilities, especially during the first years of life. On the other hand, inattention symptoms in preschoolers have been associated with poor school readiness, literacy skills and academic achievement. Previous research has linked excessive screen time with increased inattention symptoms in early childhood. However, most research has only focused on TV exposure and did not investigate this association during the COVID-19 pandemic. This atypical context has increased screen time in children worldwide, including preschoolers. We hypothesize that higher levels of child screen media and parenting stress at age 3.5 will be associated with higher child inattention symptoms at age 4.5. Method This study draws on participants followed longitudinally over the span of 2-years for an investigation of Canadian preschoolers' screen media use during the pandemic (N = 315, 2020). A follow-up with this sample was completed in 2021 (N = 264). Results Analyses using multiple linear regression, revealed a positive association between child screen time at age 3.5 and inattention symptoms at 4.5 years. Parental stress was also positively associated with child inattention symptoms. Associations were observed above individual (child age, inhibitory control, and sex) and family (parent education and family income) characteristics. Discussion These results confirmed our hypothesis and highlight that preschooler screen use and parenting stress may undermine attentional skills. Since attention is a crucial component for children development, behavior and academic outcomes, our study reinforces the importance for parents of adopting healthy media habits.
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Affiliation(s)
- Maíra Lopes Almeida
- Département de l’enseignement au préscolaire et au primaire, Faculté d`Éducation, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Gabrielle Garon-Carrier
- Département de psychoéducation, Faculté d`Éducation, Université de Sherbrooke, Sherbrook, QC, Canada
| | - Eda Cinar
- Département de psychoéducation, Faculté d`Éducation, Université de Sherbrooke, Sherbrook, QC, Canada
| | - Giana Bitencourt Frizzo
- Departamento de Psicologia do Desenvolvimento e Personalidade, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Caroline Fitzpatrick
- Département de l’enseignement au préscolaire et au primaire, Faculté d`Éducation, Université de Sherbrooke, Sherbrooke, QC, Canada
- Department of Childhood Education, Faculty of Education, University of Johannesburg, Johannesburg, South Africa
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27
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Jiang Y, Lin L, Hu R. Parental phubbing and academic burnout in adolescents: the role of social anxiety and self-control. Front Psychol 2023; 14:1157209. [PMID: 37275727 PMCID: PMC10232758 DOI: 10.3389/fpsyg.2023.1157209] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 04/28/2023] [Indexed: 06/07/2023] Open
Abstract
Based on the limited resource model of self-control, we construct a chain mediation model to examine the relationship between parental phubbing and adolescents' academic burnout, and whether social anxiety and self-control play a mediating role in it. We used 4 questionnaires to investigate parental phubbing, social anxiety, self-control, and adolescents' academic burnout among 828 high school students in Wuhu and Huangshan City, Anhui Province, China. The findings indicated that: (1) parental phubbing, social anxiety, and self-control all significantly predict adolescents' academic burnout directly and (2) parental phubbing could indirectly influence adolescents' academic burnout through three pathways: the separate mediating effect of social anxiety and self-control, and the chain mediating effect on both. The results of this study help parents understand how their phubbing actions affect adolescents' academic burnout and the mechanism of action.
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28
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Meri R, Hutton J, Farah R, DiFrancesco M, Gozman L, Horowitz-Kraus T. [Formula: see text] Higher access to screens is related to decreased functional connectivity between neural networks associated with basic attention skills and cognitive control in children. Child Neuropsychol 2023; 29:666-685. [PMID: 35957604 PMCID: PMC10619703 DOI: 10.1080/09297049.2022.2110577] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 08/02/2022] [Indexed: 10/15/2022]
Abstract
Screen-based media has become a prevailing part of children's lives. Different technologies provide limitless access to a wide range of content. This accessibility has immensely increased screen exposure among children, showing that this exposure is associated with decreased cognitive abilities. This study was designed to evaluate how the neurobiological correlates for different sub-components of screen exposure, such as level of access, content, and frequency, are related to different cognitive abilities. Resting-state functional MRI data were collected in 29 native English-speaking children (8-12 years old), in addition to cognitive-behavioral measures. Functional connectivity measures within and between several networks related to cognitive control and attention were calculated [fronto-parietal (FP), cingulo-opercular (CO), dorsal attention (DAN), ventral attention (VAN), salience, default mode (DMN), cerebellar networks]. Sub-components of screen exposure were measured using the Screen-Q questionnaire. Higher access to screens was related to lower functional connectivity between neural networks associated with basic attention skills and cognitive control (i.e., DAN and salience). In addition, higher levels of parent-child interaction during screen exposure were related to increased functional connectivity between networks related to cognitive control and learning (i.e., CO and cerebellar). These findings suggest that screen exposure may reduce the engagement of basic attention and modulation of cognitive control networks and that higher levels of parent-child interaction engage cognitive control networks. An enhanced understanding of these processes can provide an important scientific basis for future educational and medical approaches regarding screen exposure.
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Affiliation(s)
- Raya Meri
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel
| | - John Hutton
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel
| | - Mark DiFrancesco
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
| | - Leonid Gozman
- Faculty of Medicine – Tel-Aviv University, Tel-Aviv, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel
- Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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29
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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.
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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
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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.
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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
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31
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Akbayin M, Mulliez A, Fortin F, Vicard Olagne M, Laporte C, Vorilhon P. Screen exposure time of children under 6 years old: a French cross-sectional survey in general practices in the Auvergne-Rhône-Alpes region. BMC PRIMARY CARE 2023; 24:58. [PMID: 36859171 PMCID: PMC9975848 DOI: 10.1186/s12875-023-02009-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 02/13/2023] [Indexed: 03/03/2023]
Abstract
BACKGROUND The advent of miniature, easy-to-use and accessible multimedia products is leading to screen exposure that begins in early childhood. Overexposure in preschool may lead to adverse effects. The main objective of this study was to determine the average daily time (ADT) spent by children under 6 years of age, followed in general practice, in front of television or interactive screens. METHODS A cross-sectional survey was conducted in the Auvergne-Rhône-Alpes region among randomly selected General Practitioners (GPs). The average daily screen time (ADST), regardless of the type of device (TVs, computers, tablets, smartphones, video game consoles), of the included children aged 0 to 2 years and 2 to 5 years was calculated from a self-questionnaire completed by the parents. A multivariate Poisson regression model was performed to analyse daily screen time, adjusted by factors selected on their clinical relevance and statistical significance. RESULTS The 26 participating GPs included 486 parents. They reported an ADST of 26 (± 44) minutes on weekdays and 30 (± 46) minutes on weekends for children under 2 years of age. For children over 2 years of age, the ADST was 66 (± 82) minutes on weekdays and 103 (±91) minutes on weekends. There was an association between the children's average screen time and certain sociodemographic and environmental factors. Children whose parents had higher levels of education, those living in a family without TV screens or those who were well informed about the possible adverse health consequences of overuse of screens had lower average screen time. On the other hand, children of parents who spent more than 2 hours a day in front of screens, were more exposed. CONCLUSIONS In our survey, the ADST of children under 6 years of age followed in general practice was higher than the current recommendations. GPs can warn parents of preschool children of the effects of overexposure to screens, particularly parents of at-risk children.
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Affiliation(s)
- Mehtap Akbayin
- Département de Médecine Générale, UFR Médecine et des professions paramédicales, Université Clermont Auvergne, 28 place Henri Dunant, 63000, Clermont-Ferrand, France
| | - Aurélien Mulliez
- Direction de la Recherche Clinique et de l'Innovation, Centre Hospitalier Universitaire de Clermont-Ferrand, F-63000, Clermont-Ferrand, France
| | - Frédéric Fortin
- Département de Médecine Générale, UFR Médecine et des professions paramédicales, Université Clermont Auvergne, 28 place Henri Dunant, 63000, Clermont-Ferrand, France.,Université Clermont Auvergne, Institut Pascal, Clermont Ferrand, France
| | - Mathilde Vicard Olagne
- Département de Médecine Générale, UFR Médecine et des professions paramédicales, Université Clermont Auvergne, 28 place Henri Dunant, 63000, Clermont-Ferrand, France.,Université Clermont Auvergne, Institut Pascal, Clermont Ferrand, France
| | - Catherine Laporte
- Département de Médecine Générale, UFR Médecine et des professions paramédicales, Université Clermont Auvergne, 28 place Henri Dunant, 63000, Clermont-Ferrand, France.,Direction de la Recherche Clinique et de l'Innovation, Centre Hospitalier Universitaire de Clermont-Ferrand, F-63000, Clermont-Ferrand, France.,Université Clermont Auvergne, Institut Pascal, Clermont Ferrand, France
| | - Philippe Vorilhon
- Département de Médecine Générale, UFR Médecine et des professions paramédicales, Université Clermont Auvergne, 28 place Henri Dunant, 63000, Clermont-Ferrand, France. .,Direction de la Recherche Clinique et de l'Innovation, Centre Hospitalier Universitaire de Clermont-Ferrand, F-63000, Clermont-Ferrand, France. .,Université Clermont Auvergne, UR ACCePPT, Clermont Ferrand, France.
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Song TJ, Zhao H. I Have to Become a “Phubber”: a Case Study of a Female College Counselor’s Phubbing at Home. TRENDS IN PSYCHOLOGY 2023. [DOI: 10.1007/s43076-023-00276-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/02/2023]
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Ricci RC, Paulo ASCD, Freitas AKPBD, Ribeiro IC, Pires LSA, Facina MEL, Cabral MB, Parduci NV, Spegiorin RC, Bogado SSG, Chociay Junior S, Carachesti TN, Larroque MM. Impacts of technology on children’s health: a systematic review. REVISTA PAULISTA DE PEDIATRIA 2023; 41:e2020504. [PMID: 35830157 PMCID: PMC9273128 DOI: 10.1590/1984-0462/2023/41/2020504] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 08/08/2021] [Indexed: 11/24/2022]
Abstract
Objective: To identify the consequences of technology overuse in childhood. Data source: A systematic review was carried out in the electronic databases PubMed (National Library of Medicine of the National Institutes of Health) and BVS (Virtual Health Library), considering articles published from 2015 to 2020, in English, Portuguese and Spanish using the terms “Internet”, “Child” and “Growth and Development”. Data synthesis: 554 articles were found and 8 were included in the analysis. The studies’ methodological quality was assessed by the Strobe and Consort criteria, being scored from 17 to 22 points. The articles showed positive and negative factors associated with the use of technology in childhood, although most texts emphasize the harmful aspects. Excessive use of internet, games and exposure to television are associated with intellectual deficits and mental health issues, but can also enable psychosocial development. Conclusions: Preventing the use of the internet is a utopic measure ever since society makes use of technologies. The internet is associated with benefits as well as with harms. It is important to optimize the use of internet and reduce risks with the participation of parents and caregivers as moderators, and training of health professionals to better guide them.
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Development study of 2–5 age Technology Addiction Scale (TAS). Arch Psychiatr Nurs 2023; 43:111-117. [PMID: 37032004 DOI: 10.1016/j.apnu.2023.01.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 06/10/2022] [Accepted: 01/20/2023] [Indexed: 01/27/2023]
Abstract
PURPOSE Although it is known that technology use increases in early childhood, no measurement tool has been found to examine technology addictions in children in this period. In this study, the development and validation process of the Technology Addiction Scale (TAS), which can be used to evaluate the technology addiction of children 2-5 years, is described. DESIGN The sample of the study consists of 308 children 2-5 years living in one of the big cities of Turkey. METHODS Item-total correlation coefficients, Cronbach Alpha reliability analyzes, explanatory and confirmatory factor analyses, and normality analyzes were used in the evaluation of the research data. FINDINGS As a result of the analyzes made, the validity and reliability of the 9-item 2-factor (impulsiveness and implicit attitude) TAS scale have been proven. The Cronbach alpha value of the impulsiveness factor was calculated as 0.865, the Cronbach alpha value of the implicit attitude factor was calculated as 0.840, and the total Cronbach alpha value of the scale was 0.90. These Cronbach alpha values show an acceptable level of reliability. CONCLUSIONS According to the results of the validity and reliability analyzes, it can be said that TAS can be used as a reliable scale.
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Shatskaya A, Gavrilova M, Chichinina E. Voluntariness and type of digital device usage: A study in terms of Vygotsky's cultural-historical perspective. Front Psychol 2023; 14:1111613. [PMID: 36949908 PMCID: PMC10026563 DOI: 10.3389/fpsyg.2023.1111613] [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: 11/29/2022] [Accepted: 01/31/2023] [Indexed: 03/08/2023] Open
Abstract
Introduction In recent years, exposure to digital devices during the development stages of a child has been steadily increasing. Exploring the relationship between children's digital device exposure and their voluntariness still shows quite contradictory results. Screen time is the most studied factor on this issue. The purpose of the present study was to suggest the type of digital device used is another factor in addition to screen time. In accordance with the research hypothesis, the use of digital devices as a psychological means is related to higher voluntariness scores. Methods The study sample was recruited from Moscow kindergartens and schools: preschoolers aged 5-6 years (n = 408) and 6-7 years (n = 351) and schoolchildren aged 7-8 years (n = 253) and 9-10 years (n = 101). The study participants took part in a voluntariness assessment performed via executive functions' (EF) evaluation as well as in a semi-structured interview to identify the type and frequency of digital device usage. Results There are three findings of the present study, which are given as follows. First, the "frequency of digital device usage" predictor proved its statistical significance for verbal working memory, inhibition, and cognitive flexibility at 7-8 years, and for verbal working memory at 6-7 years. Second, the number of children who use digital devices as a psychological means increases as they grow older. Third, the number of children who use digital devices as a psychological means tends to demonstrate higher mean scores for any executive function skills at 6-7 and 9-10 years and for visual and verbal working memory at 7-8 years. Multiple regression models did not confirm the significance of the "type of digital devices usage" predictor for executive function skills considering the participants' individual characteristics. Discussion "Type of digital devices usage" predictor is assumed to be more applicable to children at the end of primary school and older when exploring executive function skills in the context of children's digital device exposure.
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Affiliation(s)
- Arina Shatskaya
- Laboratory of Childhood Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia
- *Correspondence: Arina Shatskaya
| | - Margarita Gavrilova
- Laboratory of Childhood Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia
- Department of Education Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
| | - Elena Chichinina
- Department of Education Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
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Nobre JNP, Morais RLDS, Prat BV, Fernandes AC, Viegas ÂA, Figueiredo PHS, Peixoto MF, De Oliveira Ferreira F, de Freitas PM, Mendonça VA, Lacerda ACR. Environmental opportunities facilitating cognitive development in preschoolers: development of a multicriteria index. J Neural Transm (Vienna) 2023; 130:65-76. [PMID: 36401748 PMCID: PMC9676873 DOI: 10.1007/s00702-022-02568-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 11/08/2022] [Indexed: 11/21/2022]
Abstract
Access to environmental opportunities can favor children's learning and cognitive development. The objectives is to construct an index that synthesizes environmental learning opportunities for preschoolers considering the home environment and verify whether the index can predict preschoolers' cognitive development. A quantitative, cross-sectional, exploratory study was conducted with 51 preschoolers using a multi-attribute utility theory (MAUT). The criteria used for drawing up the index were supported by the literature and subdivided in Group A "Resources from the house" extracted from HOME Inventory including: (1) to have three or more puzzles; (2) have at least ten children's books; (3) be encouraged to learn the alphabet; (4) take the family out at least every 2 weeks. Group B "Screens" (5) caution with using television; (6) total screen time in day/minutes. Group C "Parental Schooling" (7) maternal and paternal education. Pearson correlation analyses and univariate linear regression were performed to verify the relationship between the established index with cognitive test results. The index correlated with the total score of the mini-mental state exam (MMC) and verbal fluency test (VF) in the category of total word production and word production without errors. Multicriteria index explained 18% of the VF (total word production), 19% of the VF (total production of words without errors) and 17% of the MMC. The present multicriteria index has potential application as it synthesizes the preschooler's environmental learning opportunities and predicts domains of child cognitive development.
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Affiliation(s)
- Juliana Nogueira Pontes Nobre
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
| | - Rosane Luzia de Souza Morais
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Bernat Viñola Prat
- Instituto de Ciência e Tecnologia (ICT - UFVJM) e SaSA, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Amanda Cristina Fernandes
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ângela Alves Viegas
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Marco Fabrício Peixoto
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Vanessa Amaral Mendonça
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
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Uzun Çakir AD, Çakir B, Bilaç Ö, Yalin Sapmaz Ş, Kandemir H. Clinical Practices and Experiences about Screen Time: From the Perspective of Child and Adolescent Psychiatrists in Turkey - An Online Survey. Scand J Child Adolesc Psychiatr Psychol 2023; 11:27-33. [PMID: 37082429 PMCID: PMC10111206 DOI: 10.2478/sjcapp-2023-0003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/22/2023] Open
Abstract
Background Both mental and physical preventable health problems related to screen time (ST) in children and adolescents are increasing. It is important that psychiatrists have awareness to prevent problems in this area. Objective The aim of our study was to evaluate the child psychiatrists' awareness about ST, their interventions for ST, and to what extent the recommendations of the associations are implemented. Method All child and adolescent psychiatrists in the country who could be reached via smartphone were invited to participate in the study. Child and adolescent psychiatrists were included regardless of whether they had attended any ST courses/panels. Data were collected through an online questionnaire. A total of 302 physicians volunteered for the study. Results It was determined that very few child and adolescent psychiatrists had attended an ST course/training in the past or followed any guidelines. A statistically significant difference was found between physicians who received training/courses and those who did not in terms of informing patients and offering interventions (p<0.05). Similarly, a significant difference was found between those who followed the guidelines and those who did not. Conclusion Raising awareness, increasing psychiatrist participation in trainings, and following guidelines can increase the effectiveness of ST interventions, in order to achieve good results.
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Affiliation(s)
| | - Burak Çakir
- Child and Adolescent Psychiatry, Uşak Training and Research Hospital, UşakTurkey
| | - Öznur Bilaç
- Child and Adolescent Psychiatry, Manisa Celal Bayar University, Magnesia ad Sipylum, UşakTurkey
| | - Şermin Yalin Sapmaz
- Child and Adolescent Psychiatry, Manisa Celal Bayar University, Magnesia ad Sipylum, UşakTurkey
| | - Hasan Kandemir
- Child and Adolescent Psychiatry, Manisa Celal Bayar University, Magnesia ad Sipylum, UşakTurkey
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Wang C, Qian H, Li H, Wu D. The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Front Psychol 2023; 14:1049102. [PMID: 36874856 PMCID: PMC9980908 DOI: 10.3389/fpsyg.2023.1049102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Accepted: 02/01/2023] [Indexed: 02/18/2023] Open
Abstract
Digital devices play a critical role in preschoolers' learning and development. Despite the evidence that digital devices use may facilitate preschoolers' learning and development, their overuse/problematic use has become a global concern as the popularity and widespread use of digital devices. This scoping review aims to synthesize the empirical evidence to identify the status quo, influential factors, developmental outcomes, and models of overuse/problematic use in preschoolers. This search has identified 36 studies published in international peer-reviewed journals during 2001-2021, converging into four common topics: the current situation, the influential factors, the consequences, and the models. First, the average percentages of overuse and problematic use across the studies collected in this research were 48.34%, and 26.83%, separately. Second, two influential factors were identified: (1) children's characteristics and (2) parental and family factors. Third, early digital overuse/problematic use was found to have a negative impact on the following domains: (1) physical health, (2) psychosocial health, (3) problematic behaviors, and (4) cognitive development; Fourth, most relevant studies adopted general linear models, while few of them adopted experimental designs. Finally, the implications for future studies and practical improvements are also addressed.
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Affiliation(s)
- Chenggong Wang
- College of Science and Technology, Ningbo University, Ningbo, Zhejiang, China
| | - Haoyue Qian
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Hui Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China.,Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Dandan Wu
- Department of Early Childhood Education, Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
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Hinten AE, Wolsey K, Henderson AME, Scarf D. A Survey of Screen Media Access and Use in Primary School Children's Households. CHILDREN (BASEL, SWITZERLAND) 2022; 10:children10010028. [PMID: 36670579 PMCID: PMC9856771 DOI: 10.3390/children10010028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 12/17/2022] [Accepted: 12/18/2022] [Indexed: 12/28/2022]
Abstract
Our primary aim was to gain a better understanding of current technology availability and use in the homes of primary school children. The online-accessible questionnaire was made available for families with a child enrolled at primary school, with over 300 families participating. The results suggest that it is common for children to be introduced to screen media early in life and that they watch a wide range of content. While many families have rules regarding their children's technology use, screen media is a significant part of their lives, with many children exceeding the recommended two hours of viewing per day. Future research could investigate whether media access and use differ between ethnic and socio-demographic groups, and whether changes have occurred as a result of the coronavirus pandemic.
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Affiliation(s)
- Ashley E. Hinten
- Department of Psychology, University of Otago, Dunedin 9054, New Zealand
| | - Kristina Wolsey
- School of Psychology, University of Auckland, Auckland 1010, New Zealand
| | | | - Damian Scarf
- Department of Psychology, University of Otago, Dunedin 9054, New Zealand
- Correspondence: ; Tel.: +64-3-479-7636
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Oppici L, Stell FM, Utesch T, Woods CT, Foweather L, Rudd JR. A Skill Acquisition Perspective on the Impact of Exergaming Technology on Foundational Movement Skill Development in Children 3-12 Years: A Systematic Review and Meta-analysis. SPORTS MEDICINE - OPEN 2022; 8:148. [PMID: 36525118 PMCID: PMC9756923 DOI: 10.1186/s40798-022-00534-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 11/11/2022] [Indexed: 12/23/2022]
Abstract
BACKGROUND Sedentary, digital screen time in children represents a major concern due to its detrimental effect on children's development. Nowadays, however, advances in technology allow children to actively interact with a digital screen using their whole body (e.g., exergaming), providing potential for movement learning. Exergaming technology may prove valuable in supporting children's development of foundational movement skills (FMS). OBJECTIVE To examine the impact of exergaming technology on the development of FMS in children 3-12 years through a skill acquisition lens. METHODS Systematic review and meta-analysis were conducted following the PRISMA guidelines. Web of Science, PubMed, PsycINFO and SPORTDiscus databases were searched between 2007 and 2022. Studies were eligible if they conducted an exergaming intervention to improve FMS in typically developing children aged three to twelve with a control group, using a baseline and post-intervention assessment design. FMS outcomes were pooled with a random effects model. RESULTS Nine trials (4 RCTs, 2 cluster RCTs and 3 non-randomized trials) of varying methodological quality (2 had low, 6 had some concerns, and 1 had a high risk of bias) were included, with a total of 783 participants. FMS outcome measures across studies comprised object control skills, locomotor skills, coordination, agility, balance and balance-related skills. The meta-analysis included showed a small positive effect in favor of the exergaming intervention (r = 0.24 [95% confidence interval: 0.11-0.36]). CONCLUSION Our results indicate that screen-based technology that requires an active engagement of the child can promote the development of FMS. Considering that FMS are the foundation of a child's physical, mental, health and academic development, this finding could lead to a reshaping of the perception of digital screen-based technology and the role this should play in children's lives. We speculate that the observed benefits most likely depend upon the quality of information-movement coupling specificity and the motor learning strategies built into the exergame and/or the intervention design. We do not believe this is dependent on the type of FMS being performed or the amount of practice. We recommend therefore that future research should examine how practitioners (school teachers, coaches and parents) can facilitate the interaction between a child and exergaming technology.
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Affiliation(s)
- Luca Oppici
- grid.412285.80000 0000 8567 2092The Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Frederike Marie Stell
- grid.27593.3a0000 0001 2244 5164Institute of Communication and Media Research, German Sport University Cologne, Cologne, Germany
| | - Till Utesch
- grid.5949.10000 0001 2172 9288Institute of Educational Sciences, University of Münster, Münster, Germany
| | - Carl T. Woods
- grid.1019.90000 0001 0396 9544Institute for Health and Sport (IHES), Victoria University, Melbourne, Australia
| | - Lawrence Foweather
- grid.4425.70000 0004 0368 0654Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - James R. Rudd
- grid.412285.80000 0000 8567 2092The Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway ,grid.477239.c0000 0004 1754 9964Western Norway University of Applied Sciences, Sogndal, Norway
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Griffith SF, Qiu Y. A Population-Based Study of Associations Among Child Screen Media Use, Social-Contextual Factors, and School Readiness. J Dev Behav Pediatr 2022; 43:529-536. [PMID: 35986674 DOI: 10.1097/dbp.0000000000001115] [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: 12/23/2021] [Accepted: 06/15/2022] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Results of studies examining relations between child media use and school readiness have been inconsistent. Importantly, studies often focus on a single outcome domain (e.g., academic, social, or behavioral), making the comparison of relative importance difficult; fail to account for confounding variables; and fail to investigate social-contextual moderators. This study investigated relations among child media use exposure, social-contextual factors, and multiple domains of school readiness in preschool-aged children. METHODS Multivariate regression analyses were used to examine relations between child media use and 3 domains of school readiness (early learning, social-emotional skills, and self-regulation), controlling for demographic and social-contextual factors, and to investigate differential susceptibility by examining family income and 4 social-contextual factors (sleep, exposure to adverse childhood events, frequency of shared reading, and parent stress) as moderators in a large US population-based sample (N = 9323) of 3 to 5 year olds. RESULTS After controlling for confounding variables, higher screentime was negatively related to children's social-emotional skills and self-regulation, but less so for early learning. Effect sizes were small. The relation between screentime and self-regulation was significantly moderated by family income, such that the relation was stronger for children from low-income backgrounds. No other evidence of significant moderation was found. CONCLUSION Results add to evidence that the relation between screen media use and outcomes in young children is likely complex. Future work should prioritize examining impacts of screen media use on social and behavioral functioning to further inform the evaluation of relative benefits and costs of child screen media use.
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Affiliation(s)
- Shayl F Griffith
- Department of Counselling, Recreation, and School Psychology, Florida International University, Miami, FL
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Khoo CS, Ramachandram S, Ramachandram S. The Effect of Parent Training Programmes on Screen Time and Social Function in Children with Autism Spectrum Disorder. Malays J Med Sci 2022; 29:146-157. [PMID: 36818902 PMCID: PMC9910363 DOI: 10.21315/mjms2022.29.6.14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2021] [Accepted: 03/25/2022] [Indexed: 12/25/2022] Open
Abstract
Background Children with autism spectrum disorder (ASD) are susceptible to excessive electronic screen media (ESM) use. This study aimed to evaluate the effectiveness of a parent training programme in improving the screen time and social functioning of children with ASD. Methods This pre-/post-test quasi-experimental study involved parents by providing them with structured education based on the American Academy of Pediatrics (AAP)' screen time recommendations. In total, 259 children with ASD aged 3 years old-12 years old were eligible. Of those children, 26 were excluded due to comorbidities or taking medications. Additionally, 28 parents participated. Children's screen time were recorded, and social behaviour was scored using the Social Responsiveness Scale pre- and post-intervention. Results There were significant reductions in the average daily screen time of children with ASD after their parents attended the training programme (-51.25 min; 95% CI: -78.40, -24.10). In subgroups with reduced screen time, the treatment effect of the intervention was significant in improving the social responsiveness total score (-3.09; 95% CI: -5.96, -0.22), the social communication scale (-3.64; 95% CI: -5.91, -1.36) and the restricted interest and repetitive behaviour (RRB) scale (-5.27; 95% CI: -10.29, -0.25). Conclusion Parental training is effective in reducing screen time and improving social functioning in children with ASD.
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Tan TX, Zhou Y. Screen Time and ADHD Behaviors in Chinese Children: Findings From Longitudinal and Cross-Sectional Data. J Atten Disord 2022; 26:1725-1737. [PMID: 35575422 DOI: 10.1177/10870547221098181] [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: 11/16/2022]
Abstract
OBJECTIVE Research suggests that screen exposure presents a risk for ADHD behaviors in young children. However, the operationalization of screen exposure remains murky and longitudinal data is scarce. In this paper, we examined the relations between better operationalized daily screen time and behaviors of inattention and behaviors of hyperactivity/impulsivity in three cohorts of community samples of young Chinese children. METHOD Study 1 was longitudinal and included 111 children who were 3.6 years old (Range = 2.4-4.9; SD = 0.4) at Baseline and 4.8 years old (Range = 3.9-6.0; SD = 0.4) at Follow-Up. Study 2 was cross-sectional and included 172 children aged 4.9 years (Range = 3.0-7.1; SD = 1.0). Study 3 was also cross-sectional and included 313 children who were 6.9 years old (Range = 5.7-8.3; SD = 0.4). In each study, the parents reported how much time that their children spent daily on iPad/tablet, smart phone, and online games and watching TV in the previous week, and their children's behaviors of inattention (I/A) and hyperactivity/impulsivity (H/I). RESULTS Regression analysis revealed that in Study 1, controlling for child demographics, mother's education, family SES, and corresponding I/A or H/I scores at Baseline, screen time at Baseline predicted I/A scores (β = .27, p < .01) and H/I scores (β = .32, p < .001) at Follow-Up. Similarly, controlling for covariates, screen time predicted I/A scores (β = .25, p < .01) and H/I scores (β = .25, p < .01) in Study 2; I/A scores (β = 0.16, p < .01) and H/I scores (β = .15, p < .05) in Study 3. CONCLUSION Screen exposure was a risk for inattention and hyperactivity/impulsivity behaviors in urban Chinese children.
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Affiliation(s)
| | - Yi Zhou
- Independent Researcher, Beijing, China
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Yalçın SS, Çaylan N, Erat Nergiz M, Oflu A, Yıldız D, Tezol Ö, Çiçek Ş, Yurdakök K. Video game playing among preschoolers: prevalence and home environment in three provinces from Turkey. INTERNATIONAL JOURNAL OF ENVIRONMENTAL HEALTH RESEARCH 2022; 32:2233-2246. [PMID: 34260341 DOI: 10.1080/09603123.2021.1950653] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 06/28/2021] [Indexed: 06/13/2023]
Abstract
We aimed to investigate the video game habits and their relationship with home environment in children 2-5 years in Turkey. A structured questionnaire about the child's demographic, screen, and video gaming characteristics was completed by parents in five health centers from three provinces. One-quarter of 1245 preschoolers were found to play video games. The prevalence of playing video games was higher in older age, male gender, low parental education, families with 3 or more children, having a game console, computers and tablets at home, child's screen time of more than 2 hours per day, child's non-compliance with the parental screen rules, and presence of someone else playing videogame at home. Of the parents, 54.5% did not know the name of the video game the child was playing. Parents should be counseled about supervising on their children's video game playing habits and selection of well-designed games with the right content.
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Affiliation(s)
- S Songül Yalçın
- Faculty of Medicine, Department of Pediatrics, Hacettepe University, Ankara, Turkey
| | - Nilgün Çaylan
- Department of Child and Adolescents Health, Ministry of Health, Ankara, Turkey
| | - Meryem Erat Nergiz
- Yenimahalle Research Hospital, Department of Pediatrics, Yıldırım Beyazıt University, Ankara, Turkey
| | - Ayşe Oflu
- Faculty of Medicine, Department of Pediatrics, Afyon Health Sciences University, Afyon, Turkey
| | - Deniz Yıldız
- Department of Pediatrics, Dr. Sami Ulus Child Hospital, Ankara, Turkey
| | - Özlem Tezol
- Faculty of Medicine, Department of Pediatrics, Mersin University, Mersin, Turkey
| | - Şeyma Çiçek
- Department of Pediatrics, Etimesgut Şehit Sait Ertürk Hospital, Ankara, Turkey
| | - Kadriye Yurdakök
- Faculty of Medicine, Department of Pediatrics, Hacettepe University, Ankara, Turkey
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Hellman M. Digital screens and children. NORDIC STUDIES ON ALCOHOL AND DRUGS 2022; 39:469-472. [DOI: 10.1177/14550725221125586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Zhao J, Yu Z, Sun X, Wu S, Zhang J, Zhang D, Zhang Y, Jiang F. Association Between Screen Time Trajectory and Early Childhood Development in Children in China. JAMA Pediatr 2022; 176:768-775. [PMID: 35666518 PMCID: PMC9171655 DOI: 10.1001/jamapediatrics.2022.1630] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
IMPORTANCE Screen time has become an integral part of children's daily lives. Nevertheless, the developmental consequences of screen exposure in young children remain unclear. OBJECTIVE To investigate the screen time trajectory from 6 to 72 months of age and its association with children's development at age 72 months in a prospective birth cohort. DESIGN, SETTING, AND PARTICIPANTS Women in Shanghai, China, who were at 34 to 36 gestational weeks and had an expected delivery date between May 2012 and July 2013 were recruited for this cohort study. Their children were followed up at 6, 9, 12, 18, 24, 36, 48, and 72 months of age. Children's screen time was classified into 3 groups at age 6 months: continued low (ie, stable amount of screen time), late increasing (ie, sharp increase in screen time at age 36 months), and early increasing (ie, large amount of screen time in early stages that remained stable after age 36 months). Cognitive development was assessed by specially trained research staff in a research clinic. Of 262 eligible mother-offspring pairs, 152 dyads had complete data regarding all variables of interest and were included in the analyses. Data were analyzed from September 2019 to November 2021. EXPOSURES Mothers reported screen times of children at 6, 9, 12, 18, 24, 36, 48, and 72 months of age. MAIN OUTCOMES AND MEASURES The cognitive development of children was evaluated using the Wechsler Intelligence Scale for Children, 4th edition, at age 72 months. Social-emotional development was measured by the Strengths and Difficulties Questionnaire, which was completed by the child's mother. The study described demographic characteristics, maternal mental health, child's temperament at age 6 months, and mental development at age 12 months by subgroups clustered by a group-based trajectory model. Group difference was examined by analysis of variance. RESULTS A total of 152 mother-offspring dyads were included in this study, including 77 girls (50.7%) and 75 boys (49.3%) (mean [SD] age of the mothers was 29.7 [3.3] years). Children's screen time trajectory from age 6 to 72 months was classified into 3 groups: continued low (110 [72.4%]), late increasing (17 [11.2%]), and early increasing (25 [16.4%]). Compared with the continued low group, the late increasing group had lower scores on the Full-Scale Intelligence Quotient (β coefficient, -8.23; 95% CI, -15.16 to -1.30; P < .05) and the General Ability Index (β coefficient, -6.42; 95% CI, -13.70 to 0.86; P = .08); the early increasing group presented with lower scores on the Full-Scale Intelligence Quotient (β coefficient, -6.68; 95% CI, -12.35 to -1.02; P < .05) and the Cognitive Proficiency Index (β coefficient, -10.56; 95% CI, -17.23 to -3.90; P < .01) and a higher total difficulties score (β coefficient, 2.62; 95% CI, 0.49-4.76; P < .05). CONCLUSIONS AND RELEVANCE This cohort study found that excessive screen time in early years was associated with poor cognitive and social-emotional development. This finding may be helpful in encouraging awareness among parents of the importance of onset and duration of children's screen time.
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Affiliation(s)
- Jin Zhao
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Zhangsheng Yu
- Clinical Research Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Xiaoning Sun
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China,Pediatric Translational Medicine Institute, National Children’s Medical Center, Shanghai Children’s Medical Center, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Saishuang Wu
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Jun Zhang
- Ministry of Education–Shanghai Key Laboratory of Children’s Environmental Health, Xinhua Hospital, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Donglan Zhang
- Department of Health Policy and Management, College of Public Health, University of Georgia, Athens
| | - Yunting Zhang
- Child Health Advocacy Institute, National Children’s Medical Center, Shanghai Children’s Medical Center, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China,School of Public Health, Shanghai Jiao Tong University, Shanghai, China
| | - Fan Jiang
- Department of Developmental and Behavioral Pediatrics, National Children’s Medical Center, Shanghai Children’s Medical Center, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China,Ministry of Education–Shanghai Key Laboratory of Children’s Environmental Health, Xinhua Hospital, affiliated with School of Medicine, Shanghai Jiao Tong University, Shanghai, China
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Zhang Z, Adamo KB, Ogden N, Goldfield GS, Okely AD, Kuzik N, Crozier M, Hunter S, Predy M, Carson V. Associations between screen time and cognitive development in preschoolers. Paediatr Child Health 2022; 27:105-110. [PMID: 35599677 PMCID: PMC9113848 DOI: 10.1093/pch/pxab067] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 07/30/2021] [Indexed: 04/04/2024] Open
Abstract
OBJECTIVES To examine the cross-sectional associations between screen time and cognitive development in preschoolers. METHODS Participants were 97 preschoolers (36 to 60 months) in Alberta and Ontario, Canada in the supporting Healthy physical AcTive Childcare setting (HATCH) study. The time that children spent watching television, videos or DVDs (television time) or playing video or computer games (video game time) on a television, computer, or portable device was assessed using a parental questionnaire. Television time and video game time were summed to calculate total screen time. Adherence to the screen time recommendation (≤1 hour/day) of the Canadian 24-Hour Movement Guidelines was calculated. Expressive vocabulary and working memory were assessed using the Early Years Toolbox. Due to the distribution of working memory, it was categorized as a binary variable based on the median score. The associations between screen time and cognitive development were examined using mixed models (expressive vocabulary) or generalized mixed models (working memory). RESULTS Screen time was not associated with expressive vocabulary. Preschoolers who had higher total screen time were less likely to have better working memory (OR=0.52; 95%CI:0.31, 0.88), despite the null associations for television time (P=0.155) and video game time (P=0.079). Preschoolers who met the screen time recommendation were more likely to have higher working memory capacity (OR=3.48; 95%CI:1.06, 11.47), compared to those who did not meet the recommendation. CONCLUSION Limiting total screen time to no more than one hour per day may facilitate working memory development in preschoolers. Screen time may be unrelated to expressive language development in this age group.
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Affiliation(s)
- Zhiguang Zhang
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Kristi B Adamo
- Faculty of Health Science, University of Ottawa, Ottawa, Ontario, Canada
| | - Nancy Ogden
- Faculty of Arts, Mount Royal University, Calgary, Alberta, Canada
| | - Gary S Goldfield
- Children’s Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - Anthony D Okely
- Early Start and Illawarra Health and Medical Research Institute, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW, Australia
| | - Nicholas Kuzik
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Mitchell Crozier
- Faculty of Health Science, University of Ottawa, Ottawa, Ontario, Canada
| | - Stephen Hunter
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Madison Predy
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Valerie Carson
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada
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Li B, Wang P, Xie X, Chen Y, Wang W, Liu C, Zhao M, Zhu M, Mao N. Father Phubbing and Adolescents' Depressive Symptoms: Perceived Father Acceptance as a Mediator and Resilience as a Moderator. THE JOURNAL OF PSYCHOLOGY 2022; 156:349-366. [PMID: 35482953 DOI: 10.1080/00223980.2022.2044745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Abstract
Prior research shows that parents' phubbing has negative impacts on children's well-being. The aim of our study was to explore the relationship between father phubbing (FPh) and adolescents' depressive symptoms, the mediating and moderating mechanisms in this relationship. That is, whether FPh would be positively related to adolescents' depressive symptoms, whether perceived father acceptance (PFA) would be a mediator between the relationship of FPh and adolescents' depressive symptoms, and whether adolescent resilience would be a moderator in the pathways of FPh on adolescents' depressive symptoms. In this study, 3,770 Chinese adolescents (M = 16.44 years, SD = 0.78) were surveyed about their demographics, FPh, depressive symptoms, PFA, and resilience through questionnaires. After controlling for demographic information, the results showed that (1) FPh was positively correlated with depressive symptoms; (2) PFA was a mediator between FPh and adolescents' depressive symptoms; (3) resilience moderated the two indirect paths that the relationships between FPh and PFA and the relationship between PFA and adolescents' depressive symptoms. Our study shows that FPh is positively correlated with adolescents' depressive symptoms, which is of great significance to the theoretical construction and intervention of adolescents' depressive symptoms in this digital era.
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Affiliation(s)
| | | | | | | | | | | | - Meng Zhao
- Beijing Municipal Administration of Education and Correction
| | - Minjie Zhu
- Phychological Consult Association Secretary-General of Fengxian District
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McArthur BA, Volkova V, Tomopoulos S, Madigan S. Global Prevalence of Meeting Screen Time Guidelines Among Children 5 Years and Younger: A Systematic Review and Meta-analysis. JAMA Pediatr 2022; 176:373-383. [PMID: 35157028 PMCID: PMC8845032 DOI: 10.1001/jamapediatrics.2021.6386] [Citation(s) in RCA: 40] [Impact Index Per Article: 20.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
IMPORTANCE Pediatric guidelines suggest that infants younger than 2 years avoid screen time altogether, while children aged 2 to 5 years receive no more than 1 hour per day. Although these guidelines have been adopted around the world, substantial variability exists in adherence to the guidelines, and precise estimates are needed to inform public health and policy initiatives. OBJECTIVE To derive the pooled prevalence via meta-analytic methods of children younger than 2 years and children aged 2 to 5 years who are meeting guidelines about screen time. DATA SOURCES Searches were conducted in MEDLINE, PsycINFO, and Embase up to March 2020. STUDY SELECTION Studies were included if participants were 5 years and younger and the prevalence of meeting (or exceeding) screen time guidelines was reported. DATA EXTRACTION AND SYNTHESIS Data extraction followed Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. Two independent reviewers extracted all relevant data. Random-effects meta-analyses were used to derive the mean prevalence rates. MAIN OUTCOMES AND MEASURES Prevalence of meeting screen time guidelines. RESULTS From 63 studies, 95 nonoverlapping samples with a total of 89 163 participants were included. For children younger than 2 years, the pooled prevalence of meeting the screen time guideline (0 h/d) was 24.7% (95% CI, 19.0%-31.5%). Moderator analyses revealed that prevalence of meeting screen time guidelines varied as a function of year of data collection (increased over time), measurement method (higher when questionnaires compared with interview), and type of device use (higher when a combination of screen use activities compared with television/movies only). For children aged 2 to 5 years, the mean prevalence of meeting the screen time guideline (1 h/d) was 35.6% (95% CI, 30.6%-40.9%). Moderator analyses revealed that the prevalence of meeting screen time guidelines varied as a function of type of device use (higher when screen time was television/movies only compared with a combination of screen use activities). CONCLUSIONS AND RELEVANCE The findings of this meta-analysis indicate that only a minority of children 5 years and younger are meeting screen time guidelines. This highlights the need to provide support and resources to families to best fit evidence-based recommendations into their lives.
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Affiliation(s)
- Brae Anne McArthur
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada,Alberta Children’s Hospital Research Institute, Calgary, Alberta, Canada
| | - Valeriya Volkova
- Faculty of Kinesiology, University of Calgary, Calgary, Alberta, Canada
| | - Suzy Tomopoulos
- Department of Pediatrics, New York University School of Medicine–Bellevue Hospital Center, New York
| | - Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada,Alberta Children’s Hospital Research Institute, Calgary, Alberta, Canada
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Power E, Taaffe S, McLoughlin P, Sharif F. Primary and secondary care approach to paediatric mental health conditions: a novel model of care. BMJ Paediatr Open 2022; 6:10.1136/bmjpo-2021-001285. [PMID: 36053655 PMCID: PMC8905931 DOI: 10.1136/bmjpo-2021-001285] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/19/2021] [Accepted: 01/14/2022] [Indexed: 11/03/2022] Open
Abstract
The enforced isolation caused by the COVID-19 pandemic has led to an increase in mental health issues and severity of presentations to emergency departments in Ireland. Long waiting lists for both Psychology and Psychiatry are further impacting on children's mental well-being. We proposed the creation of a 'Happiness Toolkit' that can be given to children on presentation to their primary or secondary care provider with a mental health issue. The toolkit is comprised of six evidence-based techniques that are proven to boost self-esteem, develop resilience and promote positive mental health. A leaflet detailing the practices along with a physical 'box' that the children must make were created. This resource may therefore provide immediate support to those children that may endure long waiting periods, sometimes greater than a year and a half, for referral to tertiary services. Our toolkit allows children and their families to engage in positive mental health practices that may prevent regression during this waiting period and lead to improved mental health or cessation of symptoms.
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Affiliation(s)
- Edmond Power
- University Hospital Limerick, Dooradoyle, Limerick, Ireland .,Department of Paediatrics, UCD School of Medicine, Dublin, Ireland
| | - Sarah Taaffe
- Irish College of General Practitioners, Dublin, Ireland
| | | | - Farhana Sharif
- Department of Paediatrics, UCD School of Medicine, Dublin, Ireland.,Department of Paediatrics, Midland Regional Hospital Mullingar, Mullingar, Westmeath, Ireland.,Department of Paediatrics, Royal College of Surgeons in Ireland, Dublin, Ireland
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