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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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Wu HT, Li J, Tsurumi A. Change in screen time and overuse, and their association with psychological well-being among US-wide school-age children during the COVID-19 pandemic: analysis of the National Survey of Children's Health (NSCH) years 2018-21. Child Adolesc Psychiatry Ment Health 2024; 18:9. [PMID: 38218827 PMCID: PMC10787397 DOI: 10.1186/s13034-023-00688-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 12/04/2023] [Indexed: 01/15/2024] Open
Abstract
BACKGROUND Previous studies on screen use and children's mental health during the Coronavirus Disease 2019 (COVID-19) pandemic focused only on the timeframe during the pandemic, on children between narrow age ranges, only among a subset of children who have previously reported COVID-related severe family economic hardship or worries, or did not distinguish between instructive versus recreational device usage. Thus, in this study, we analyzed trends, specifically related to recreational screen use, and associations with psychological well-being (PWB) in the years before versus during the COVID-19 pandemic, among a wide range of school-aged children, widely across the nation. METHODS Using the National Survey of Children's Health (NSCH) years 2018-21, we analyzed a large random sample of school-aged children (6-17 years old) across the US (n = 88,823). We developed PWB issue scores (PWBIS) using self-reported measures relevant to this age group, and constructed regression models to assess the magnitude of the contribution of the pandemic on recreational screen use and PWB. RESULTS The prevalence of recreational screen overuse and PWBIS increased significantly during the pandemic, compared to prior years. We also detected a notable effect of the pandemic on increased PWBIS, as well as its interaction term finding that it strengthened the association between screen time and PWBIS (p < 0.01 across all regression models). CONCLUSIONS Accordingly, our results demonstrate the importance of the pandemic itself as an independent adverse factor and effect measure modifier for screen overuse and PWB more generally among all school-age children widely across the US. Our study used the most current data available, and future studies to evaluate whether these effects are persistent in the years after the pandemic are important.
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Affiliation(s)
- Helena T Wu
- University of Chicago, Chicago, IL, USA
- Department of Surgery, Massachusetts General Hospital, 50 Blossom St., Their 340, Boston, MA, 02114, USA
| | - Jiandong Li
- Central University of Finance and Economics, Beijing, China
| | - Amy Tsurumi
- Department of Surgery, Massachusetts General Hospital, 50 Blossom St., Their 340, Boston, MA, 02114, USA.
- Harvard Medical School, Boston, MA, USA.
- Shriners Hospitals for Children-Boston, Boston, MA, USA.
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Alamri MM, Alrehaili MA, Albariqi W, Alshehri MS, Alotaibi KB, Algethami AM. Relationship Between Speech Delay and Smart Media in Children: A Systematic Review. Cureus 2023; 15:e45396. [PMID: 37854747 PMCID: PMC10580299 DOI: 10.7759/cureus.45396] [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: 09/17/2023] [Indexed: 10/20/2023] Open
Abstract
The increasing prevalence of smart media usage among children has raised concerns about its potential impact on various aspects of child development. One such area of worry is speech delay, as early language acquisition is critical for cognitive, social, and educational development. The purpose of this systematic review was to investigate and synthesize available research data in order to determine the association between speech delay and the usage of smart media in children. To perform this systematic review, a thorough literature search was conducted using relevant keywords in electronic databases, such as PubMed, Scopus, PsycINFO, Google Scholar, Web of Science, and Embase. We included studies published during the last 10 years investigating the impact of smart media on children's speech delay using various research designs. The findings showed that extended exposure to electronic media for children was negatively associated with expressive vocabulary and language skills in children, in addition to decreased language scores and speech delays. Educational apps and shared media engagement with parents correlated with stronger language skills. The introduction of smart devices at a later stage of development (24 months of age and older) was associated with positive language development, whereas early introduction was associated with speech delay. However, six-month abstinence from devices led to speech improvement in the affected children. These findings highlight the need to balance interactive screen time and other forms of interaction to enhance speech development.
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Affiliation(s)
- Manal M Alamri
- Pediatric, Maternity Children Hospital (MCH), Tabuk, SAU
| | | | - Wejdan Albariqi
- Pediatric Medicine, AL Yamamah Hospital, Second Health Cluster, Riyadh, SAU
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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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Abdulla F, Hossain MM, Huq MN, Hai A, Rahman A, Kabir R, Peya FJ, Islam S, Khan HTA. Prevalence, determinants and consequences of problematic smartphone use among preschoolers (3-5 years) from Dhaka, Bangladesh: A cross-sectional investigation. J Affect Disord 2023; 329:413-427. [PMID: 36858268 DOI: 10.1016/j.jad.2023.02.094] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 01/01/2023] [Accepted: 02/20/2023] [Indexed: 03/03/2023]
Abstract
The problematic smartphone use (PSU) has been becoming a challenging health issue for preschoolers aged 3-5 years as it has severe adverse effect on their psychological, physical, and cognitive development. The scarcity of scientific research on this issue in the context of Bangladesh motivated the authors for conducting this cross-sectional study to explore the prevalence of PSU with its influential factors and adverse effects on preschooler's psychological and physical development based on primary data collected from 400 mothers. The multivariable ordinal logistic regression (OLR) was used to compute the adjusted likelihoods. The estimated prevalence of PSU was approximately 86 %, where about 29 % were severely problematic user. The likelihood of preschoolers' PSU was observed to increase with >1 h/day usage of smartphone by children (Adjusted Odds Ratio (AOR): 3.92). Other important factors were parental smartphone use, education, profession, family income, and mother's age. Both of moderate and severe PSU had adverse effect on preschoolers' health- severe PSU was found to increase the likelihood of psychological and physical problems by 6.03 and 3.29 times, respectively. The preschoolers with PSU reported to suffer from many physical and mental health problems such as attention deficit and hyperactivity disorder (ADHD), emotional instability, aggressiveness, depression, lack of control, impaired vision and hearing, obesity, body imbalance, and lack of brain development. It is now prime time to undertake strategic policies considering the findings for limiting the preschoolers' usage of smartphone, which will make Bangladesh susceptible to protect its future generation from harmful effects of PSU.
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Affiliation(s)
- Faruq Abdulla
- Department of Applied Health and Nutrition, RTM Al-Kabir Technical University, Sylhet 3100, Bangladesh.
| | - Md Moyazzem Hossain
- Department of Statistics, Jahangirnagar University, Savar, Dhaka 1342, Bangladesh; School of Mathematics, Statistics & Physics, Newcastle University, Newcastle upon Tyne, UK.
| | - Mohammed Nazmul Huq
- Department of Statistics, Jahangirnagar University, Savar, Dhaka 1342, Bangladesh.
| | - Abdul Hai
- Department of Software Engineering, Faculty of Computer Science and Information Technology, Sichuan University, Chengdu, China.
| | - Azizur Rahman
- School of Computing, Mathematics and Engineering, Charles Sturt University, Wagga Wagga NSW-2678, Australia.
| | - Russell Kabir
- Department for Allied and Public Health, Faculty of Medical Sciences, Anglia Ruskin University, Bishop Hall Lane, Chelmsford, Essex CM1 1SQ, UK.
| | - Farhana Jahan Peya
- Research, Training and Management (RTM) International, Mirpur, Dhaka 1216, Bangladesh.
| | - Sinigdha Islam
- Department of Political Science and Sociology, Faculty of Public Administration Concentration in Public and Community Health, Murray State University, Murray, KY, USA.
| | - Hafiz T A Khan
- Public Health & Statistics, College of Nursing, Midwifery and Healthcare, University of West London, Brentford, UK.
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Lampis V, Mascheretti S, Cantiani C, Riva V, Lorusso ML, Lecce S, Molteni M, Antonietti A, Giorgetti M. Long-Lasting Effects of Changes in Daily Routine during the Pandemic-Related Lockdown on Preschoolers’ Language and Emotional–Behavioral Development: A Moderation Analysis. CHILDREN 2023; 10:children10040656. [PMID: 37189908 DOI: 10.3390/children10040656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 03/23/2023] [Accepted: 03/27/2023] [Indexed: 04/03/2023]
Abstract
The quantity and quality of environmental stimuli and contexts are crucial for children’s development. Following the outbreak of SARS-CoV-2 (COVID-19), restrictive measures have been implemented, constraining children’s social lives and changing their daily routines. To date, there is a lack of research assessing the long-lasting impacts that these changes have had on children’s language and emotional–behavioral development. In a large sample of preschoolers (N = 677), we investigated (a) the long-lasting effects of changes in family and social life and in daily activities over the first Italian nationwide COVID-19-pandemic-related lockdown upon children’s linguistic and emotional–behavioral profiles and (b) how children’s demographic variables and lifelong family characteristics moderated these associations within a multiple-moderator framework. Our findings showed a relationship between the time spent watching TV/playing video games and affective problems that was moderated by the number of siblings. Our findings showed that children who could be at high risk in more normal circumstances, such as only children, have been particularly harmed. Therefore, assessing the long-term effects of lockdown-related measures and how these could have been moderated by potential risk/protective factors added significant information to the existing literature.
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Affiliation(s)
- Valentina Lampis
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, PV, Italy
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, LC, Italy
| | - Sara Mascheretti
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, PV, Italy
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, LC, Italy
| | - Chiara Cantiani
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, LC, Italy
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, LC, Italy
| | - Maria Luisa Lorusso
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, LC, Italy
| | - Serena Lecce
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, PV, Italy
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, 23842 Bosisio Parini, LC, Italy
| | - Alessandro Antonietti
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, MI, Italy
| | - Marisa Giorgetti
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, MI, Italy
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