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Błachnio A. Parent and Child Screen Use and the Effects of Phubbing. J Pediatr 2024; 275:114227. [PMID: 39095007 DOI: 10.1016/j.jpeds.2024.114227] [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: 04/16/2024] [Revised: 07/24/2024] [Accepted: 07/29/2024] [Indexed: 08/04/2024]
Affiliation(s)
- Agata Błachnio
- Institute of Psychology, The John Paul II Catholic University of Lublin, Lublin, Poland.
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Frackowiak M, Ochs C, Wolfers L, Vanden Abeele M. Commentary: Technoference or parental phubbing? A call for greater conceptual and operational clarity of parental smartphone use around children. J Child Psychol Psychiatry 2024; 65:1108-1114. [PMID: 38014698 DOI: 10.1111/jcpp.13917] [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] [Accepted: 10/15/2023] [Indexed: 11/29/2023]
Abstract
Recent years have seen a widespread integration of technology into the daily lives of families. Psychological science has recently started to focus on the use of smartphones by parents while they are engaged in parenting activities, a behavior known under the terms "phubbing," "technoference," "parental screen distraction," and various other terms. We argue that understanding the real impact of co-present smartphone use by parents is inhibited by problems related to the conceptualization and methodology employed in empirical studies. In the present commentary, we identify the features of current research that may contribute to the theory crisis and hamper the progress of psychological research. Specifically, we discuss the implications of (a) inconsistent conceptualization of the phenomenon and (b) suboptimal operationalizations that may prevent us from understanding what is being studied and call for greater consideration of definitional clarity and valid operationalization in future research.
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Affiliation(s)
- Michal Frackowiak
- Institute of Psychology, Faculty of Social and Political Sciences, University of Lausanne, Lausanne, Switzerland
- imec-mict-UGent, Department of Communication Sciences, Ghent University, Ghent, Belgium
| | - Carli Ochs
- Institute of Psychology, University of Fribourg, Fribourg, Switzerland
| | - Lara Wolfers
- Amsterdam School of Communication Research, University of Amsterdam, Amsterdam, The Netherlands
| | - Mariek Vanden Abeele
- imec-mict-UGent, Department of Communication Sciences, Ghent University, Ghent, Belgium
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Bediou B, Cekic S, Bavelier D. Not screens but their context of use impact cognitive development: a commentary on Yang et al. (2023). J Child Psychol Psychiatry 2024; 65:726-728. [PMID: 38098289 DOI: 10.1111/jcpp.13932] [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] [Accepted: 12/04/2023] [Indexed: 04/18/2024]
Abstract
There have been extensive debates about the impact of the digital transformation on human development. A recent study by Yang and colleagues highlights the importance of considering context of use, beyond amount of use. In their study, children from parents who reported having TV-on during family meals when they were 2 years old showed poorer cognitive development at age 3.5 as compared to those with TV-off during family meals. This highlights the importance of considering the context of use when studying effect of screen use. While Yang et al. discuss the distracting effects of TV-on sensory processing, we propose an alternative - and not mutually exclusive - interpretation based on TV induced deprivation of family interactions. On a more practical note, this should encourage to preserve screen-free time, especially during structured time such as family meals, in order to maintain family interactions known to be critical to development.
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Affiliation(s)
- Benoit Bediou
- Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland
- Fondation Campus Biotech, Geneva, Switzerland
- Brain and Behavior Lab, Campus Biotech, Geneva, Switzerland
| | - Sezen Cekic
- Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland
- Fondation Campus Biotech, Geneva, Switzerland
- Brain and Behavior Lab, Campus Biotech, Geneva, Switzerland
| | - Daphné Bavelier
- Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland
- Fondation Campus Biotech, Geneva, Switzerland
- Brain and Behavior Lab, Campus Biotech, Geneva, Switzerland
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Fiss AL, Håkstad RB, Looper J, Pereira SA, Sargent B, Silveira J, Willett S, Dusing SC. Embedding Play to Enrich Physical Therapy. Behav Sci (Basel) 2023; 13:440. [PMID: 37366692 PMCID: PMC10295001 DOI: 10.3390/bs13060440] [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: 04/10/2023] [Revised: 05/19/2023] [Accepted: 05/21/2023] [Indexed: 06/28/2023] Open
Abstract
Play is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers. Pediatric physical therapists often use play as a modality to engage children in therapeutic assessment and interventions. Careful consideration of the design and use of physical therapy that embeds play is needed. Following a 3-day consensus conference and review of the literature, we propose physical therapy that embeds play should consider three components; the child, the environment, and the family. First, engage the child by respecting the child's behavioral state and following the child's lead during play, respect the child's autonomous play initiatives and engagements, use activities across developmental domains, and adapt to the individual child's needs. Second, structure the environment including the toy selection to support using independent movements as a means to engage in play. Allow the child to initiate and sustain play activities. Third, engage families in play by respecting individual family cultures related to play, while also providing information on the value of play as a tool for learning. Partner with families to design an individualized physical therapy routine that scaffolds or advances play using newly emerging motor skills.
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Affiliation(s)
- Alyssa LaForme Fiss
- School of Physical Therapy, Texas Woman’s University, Dallas, TX 75235, USA;
| | - Ragnhild Barclay Håkstad
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, 9037 Tromsoe, Norway
| | - Julia Looper
- School of Physical Therapy, University of Puget Sound, Tacoma, WA 98416, USA;
| | - Silvana Alves Pereira
- Department of Physiotherapy, Universidade Federal do Rio Grande do Norte, Natal 59078970, Brazil;
| | - Barbara Sargent
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, CA 90033, USA; (B.S.); (S.C.D.)
| | - Jessica Silveira
- Department of Physical Therapy, Texas State University, Round Rock, TX 78665, USA;
| | - Sandra Willett
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE 68198, USA;
| | - Stacey C. Dusing
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, CA 90033, USA; (B.S.); (S.C.D.)
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