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Varghese F, Karuppali S. Parental perspectives on the impact of screen time on the language skills of typically developing Indian children. Codas 2024; 36:e20230159. [PMID: 38695437 PMCID: PMC11065402 DOI: 10.1590/2317-1782/20242023159en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 10/30/2023] [Indexed: 05/04/2024] Open
Abstract
PURPOSE The overuse of screen-based devices results in developmental problems in children. Parents are an integral part of the children's language development. The present study explores the parental perspectives on the impact of screen time on the language skills of typically developing school-going children using a developed questionnaire. METHODS 192 parents of typically developing children between 6 and 10 years of age participated in the study. Phase 1 of the study included the development of a questionnaire targeting the impact of screen devices on language development. The questionnaire was converted into an online survey and was circulated among the parents in Phase 2. Descriptive statistics were performed on the retrieved data and a chi-square test was done to determine the association between the use of screen devices across all language parameters. RESULTS Parents reported television and smartphones to be the most used type of device, with a large proportion of children using screen-based devices for 1-2 hours per day. Most parents reported children prefer watching screens mainly for entertainment purposes, occasionally under supervision, without depending on them as potential rewards. The impact of screen-based devices on language skills has been discussed under the semantics, syntax, and pragmatic aspects of language. CONCLUSION The findings of this study will help identify the existing trends in the usage of screen-based devices by children, thereby identifying potential contributing factors towards language delays. This information will also benefit in parental counselling during the interventional planning of children with language delays.
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Affiliation(s)
- Febha Varghese
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education - Manipal, India.
| | - Sudhin Karuppali
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education - Manipal, India.
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Danial-Saad A, Corzani M, Tacconi C, Chiari L. Usability of a touchscreen assessment tool (TATOO) prototype for clinicians and typically developing children. Disabil Rehabil Assist Technol 2024; 19:951-961. [PMID: 36322675 DOI: 10.1080/17483107.2022.2137250] [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: 02/03/2022] [Revised: 10/03/2022] [Accepted: 10/12/2022] [Indexed: 03/12/2023]
Abstract
PURPOSE Touchscreen devices are widely used in modern life and have quickly become part of daily life for children, including during Occupational Therapy sessions for children with disabilities. Touchscreen Assessment Tool (TATOO) is a prototype application used to evaluate children's performance when using touchscreen devices. The purpose of this study, based on the logical user-centred interaction design framework, was to evaluate TATOO's usability for occupational therapists and typically developing children and to examine the correlations between their usability scores. METHODS A convenience sample of clinicians (N = 10) and children with typical development (N = 60) was recruited for this study. The usability assessment was conducted using the System Usability Scale (SUS) and semi-structured interviews for the clinicians, and the Short Feedback Questionnaire-Child (SFQ-Child) for the children. RESULTS The SUS scores (M ± SD = 85.5 ± 8.04, range = 70-97.5) indicated good ratings of TATOO's usability by clinicians; the SFQ-Child results showed children also rated its usability very highly, including all ages (4-10 years) and all tasks. The clinicians all expressed positive attitudes towards using TATOO, and no bias was found between the clinicians' usability scores and the children's usability feedback. CONCLUSION The TATOO is a user-friendly tool. Researchers and clinicians can benefit from the availability of an objective and low-cost assessment tool to promote their evaluation and intervention by providing more focussed individualized recommendations and adaptations. The study also suggests a model to follow when developing applications and evaluating their usability through a mixed-method approach to deepen understanding of the user's needs.Implications for rehabilitationTouchscreen Assessment Tool (TATOO) shows a user-friendly tool for assessing the different skills required to operate touchscreens interface.TATOO has the potential to become an essential objective and low-cost assessment tool for the clinician, in which the spread of touchscreens constantly increases.Researchers and clinicians can benefit from the availability of such tools to promote their evaluation and intervention by providing more focussed individualized recommendations and adaptations.TATOO will complement the assessment needs, as traditional fine motor assessment tools cannot capture the skills necessary to operate a touchscreen deviceThe study suggests a model to follow when developing applications and evaluating their usability through a mixed-method approach in order to deepen understanding of the user's needs.
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Affiliation(s)
- Alexandra Danial-Saad
- Department of Occupational Therapy, The University of Haifa, Haifa, Israel
- The Academic Arab College for Education in Israel - Haifa, Haifa, Israel
| | - Mattia Corzani
- Department of Electrical, Electronic, and Information Engineering, University of Bologna, Bologna, Italy
| | - Carlo Tacconi
- Health Sciences and Technologies - Interdepartmental Center for Industrial Research (CIRI-SDV), University of Bologna, Bologna, Italy
| | - Lorenzo Chiari
- Department of Electrical, Electronic, and Information Engineering, University of Bologna, Bologna, Italy
- Health Sciences and Technologies - Interdepartmental Center for Industrial Research (CIRI-SDV), University of Bologna, Bologna, Italy
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Gomes MIF, Lousada ML, de Figueiredo DMP. Use of digital devices, family functioning, and language development in preschool children: a cross-sectional study. Codas 2024; 36:e20230125. [PMID: 38511803 PMCID: PMC10984584 DOI: 10.1590/2317-1782/20232023125pt] [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: 06/01/2023] [Accepted: 09/14/2023] [Indexed: 03/22/2024] Open
Abstract
PURPOSE This study aimed to analyse the relationship between the use of digital devices, family function, and language development in preschool children. METHODS This cross-sectional, descriptive-correlational study included a sample of 93 parent-child dyads. The children were of an average age of 57.01 ± 9.95 months, and the majority were female. The data collection instruments included a questionnaire on the use of digital devices, the Portuguese version of the Family Flexibility and Cohesion Evaluation Scale - Version IV (FACES-IV), and a Preschool Language Test (TL-ALPE). RESULTS The findings showed a greater tendency of children to use smartphones, tablets, and television for 0-3 hours daily. The analysis of the responses on the FACES-IV and TL-ALPE instruments showed that most of the participating families were of the balanced type and that most children had normal language development. Statistically significant relationships were found between the FACES-IV subscales and TL-ALPE subtests, FACES-IV subscales and the use of digital devices, and the use of digital devices and TL-ALPE subtests. Notably, children in more balanced family functioning scored higher on TL-ALPE tests, and the time spent using digital devices may compromise language development. CONCLUSION This study highlights the impact of digital device use and the role of family functioning on children's language development, suggesting that moderate digital device use and balanced family functioning are facilitating factors for good language development.
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Affiliation(s)
- Maria Inês Figueiras Gomes
- Escola Superior de Saúde, Universidade de Aveiro - ESSUA, Aveiro, Portugal.
- Centro de Investigação em Tecnologias e Serviços e Saúde - CINTESIS, Universidade de Aveiro, Aveiro, Portugal.
| | - Marisa Lobo Lousada
- Escola Superior de Saúde, Universidade de Aveiro - ESSUA, Aveiro, Portugal.
- Centro de Investigação em Tecnologias e Serviços e Saúde - CINTESIS, Universidade de Aveiro, Aveiro, Portugal.
| | - Daniela Maria Pias de Figueiredo
- Escola Superior de Saúde, Universidade de Aveiro - ESSUA, Aveiro, Portugal.
- Centro de Investigação em Tecnologias e Serviços e Saúde - CINTESIS, Universidade de Aveiro, Aveiro, Portugal.
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Paulus FW, Joas J, Friedmann A, Fuschlberger T, Möhler E, Mall V. Familial context influences media usage in 0- to 4-year old children. Front Public Health 2024; 11:1256287. [PMID: 38274543 PMCID: PMC10808691 DOI: 10.3389/fpubh.2023.1256287] [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: 07/17/2023] [Accepted: 11/20/2023] [Indexed: 01/27/2024] Open
Abstract
Background The use of digital media (e.g., smartphones, tablets, etc.) and the Internet have become omnipresent for every age group and are part of children's and parents' everyday life. Focusing on young children, the availability of media devices, their use as well as associated problems (e.g., in social, emotional and motor development) have increased in recent years. Of particular interest for prevention of these problems in early childhood is the relationship between the familial context (parental digital media use, Problematic Internet Use, school graduation, presence of siblings) and the digital media use of infants and toddlers. The present study's goal was to describe media usage in 0-4-year-old children and to identify the potential relationship between familial context factors and child media usage. Methods The sample included N = 3,035 children aged 0 to 3;11 years (M = 17.37 months, SD = 13.68; 49.13% female). Recruitment took place within the framework of a restandardization study for a German developmental test. The parents of the participants answered a questionnaire on socio-demographics, on child media use, and on parental media use. Questions on parental media use included the full version of the Short Compulsive Internet Use Scale (S-CIUS). Results Significant increases in media usage times with child age were identified, but no significant gender differences. A multiple regression analysis revealed that increasing maternal total media usage time, a higher parental S-CIUS score, lower school leaving certificate of both mother and father, and increasing child's age led to higher child media usage time. Having siblings diminished young children's media usage in this study. Having more than one child and having children aged over a year was associated with a higher parental S-CIUS score. Conclusion Family factors such as maternal media use time, Problematic Internet Use and lower school graduation are significantly associated with young children's digital media use. Parents should be aware of their personal influence on their children's media use which might be due their role in terms of model learning.
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Affiliation(s)
- Frank W. Paulus
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Jens Joas
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Anna Friedmann
- Technical University of Munich, TUM School of Medicine and Health, Chair of Social Pediatrics, München, Germany
| | - Tamara Fuschlberger
- Technical University of Munich, TUM School of Medicine and Health, Chair of Social Pediatrics, München, Germany
| | - Eva Möhler
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Volker Mall
- Technical University of Munich, TUM School of Medicine and Health, Chair of Social Pediatrics, München, Germany
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Mustonen R, Torppa R, Stolt S. Screen Time of Preschool-Aged Children and Their Mothers, and Children's Language Development. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101577. [PMID: 36291513 PMCID: PMC9601267 DOI: 10.3390/children9101577] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 11/07/2022]
Abstract
Although children’s increased screen time has been found to associate with poorer language development, it is open to question which part of language ability screen time specifically associates with. Our aim was to examine the association between children’s screen time (alone and together with a parent), mothers’ screen time, and the different domains of children’s language skills. Mothers reported their children’s (N = 164, aged 2.5 to 4.1 years) screen time and their own on a weekday and a day off. Children’s lexical, phonological, morphological, receptive, and general language abilities were measured using validated tests. The connections between children’s and mothers’ screen time and children’s language skills were analyzed using correlation analyses and linear regression models. The more the children used screen time alone, or the greater the amount of the mothers’ screen time, the weaker the children’s lexical and general language abilities when the children’s age, maternal education level, and birth order were controlled for. We also found cumulative, negative links to the children’s lexical and general language abilities when the amount of their screen time alone and the amount of the mothers’ screen time were simultaneously included in the regression model. The results suggest that it is important to restrict both children’s screen time spent alone and mothers’ screen time.
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Volodina A. Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children. CURRENT PSYCHOLOGY 2022; 42:1-15. [PMID: 35910239 PMCID: PMC9309242 DOI: 10.1007/s12144-022-03410-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/24/2022] [Indexed: 11/24/2022]
Abstract
There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often analysed mainly in samples of adolescents. The present study aimed to shed light on effects of preschool home learning environment and out-of-home activities on two facets of socio-emotional skills at the beginning of primary school: Prosocial behaviour and peer relationships. The information on the child prosocial behaviour and peer relationships at preschool age was included with the aim to control for most of the differences across children. Using data from a large sample of children (N = 1,818; M age = 7.08 years, SD = 0.15; 49.9% girls), results of regression analyses show significant effects of out-of-home activities on prosocial behaviour after controlling a range of child- and family-related influencing factors on prosocial behaviour as well as prosocial behaviour at preschool age. The effects of home learning environment were significant after controlling a range of child- and family-related influencing factors on both facets of socio-emotional skills but became nonsignificant after taking into account respective behaviour at preschool age. The results of the present study suggest that fostering participation in out-of-home activities might contribute to an increase of prosocial behaviour in primary school children.
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Affiliation(s)
- Anna Volodina
- University of Bamberg, Markusplatz 3, 96047 Bamberg, Germany
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Martinot P, Bernard JY, Peyre H, De Agostini M, Forhan A, Charles MA, Plancoulaine S, Heude B. Exposure to screens and children's language development in the EDEN mother-child cohort. Sci Rep 2021; 11:11863. [PMID: 34103551 PMCID: PMC8187440 DOI: 10.1038/s41598-021-90867-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 05/10/2021] [Indexed: 11/09/2022] Open
Abstract
Studies in children have reported associations of screen time and background TV on language skills as measured by their parents. However, few large, longitudinal studies have examined language skills assessed by trained psychologists, which is less prone to social desirability. We assessed screen time and exposure to TV during family meals at ages 2, 3 and 5–6 years in 1562 children from the French EDEN cohort. Language skills were evaluated by parents at 2 years (Communicative Development Inventory, CDI) and by trained psychologists at 3 (NEPSY and ELOLA batteries) and 5–6 years (verbal IQ). Cross-sectional and longitudinal associations were assessed by linear regression adjusted for important confounders. Overall, daily screen time was not associated with language scores, except in cross-sectional at age 2 years, where higher CDI scores were observed for intermediate screen time. Exposure to TV during family meals was consistently associated with lower language scores: TV always on (vs never) at age 2 years was associated with lower verbal IQ (− 3.2 [95% IC: − 6.0, − 0.3] points), independent of daily screen time and baseline language score. In conclusion, public health policies should better account for the context of screen watching, not only its amount.
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Affiliation(s)
- Pauline Martinot
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France
| | - Jonathan Y Bernard
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France. .,Singapore Institute for Clinical Sciences (SICS), Agency for Science, Technology and Research (A*STAR), Singapore, Singapore.
| | - Hugo Peyre
- Laboratoire de Sciences Cognitives Et Psycholinguistique (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL Research University, Paris, France.,Neurodiderot, Inserm UMR 1141, Paris Diderot University, Paris, France.,Department of Child and Adolescent Psychiatry, Robert Debré Hospital, APHP, Paris, France
| | - Maria De Agostini
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France
| | - Anne Forhan
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France
| | - Marie-Aline Charles
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France
| | - Sabine Plancoulaine
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France
| | - Barbara Heude
- Centre for Research in Epidemiology and StatisticS (CRESS), Université de Paris, Inserm, INRAE, 16 av Paul Vaillant-Couturier, 75004, Paris, France
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