Screen time

2021

In today's digital world, children are growing up with screens and digital devices pervading almost every aspect of their lives. This is a new phenomenon not even seen in the previous generation. Given that the early years are especially important for the optimal brain development, how does exposure to screen time affect children's socioemotional and cognitive development? Are adolescents similarly affected?<br> Koi Tū's latest evidence brief examines these issues and more by synthesising the latest research on recreational screen time and children's development. It also provides a set of recommendations for screen use that acknowledge the realities of contemporary New Zealand family life.

2014

CONTEMPORARY CHALLENGES: EXPLORING THE IMPACT OF SCREEN TIME ON CHILD NEUROPSYMOTOR DEVELOPMENT (Atena Editora), 2024

Introduction: Child development is a complex area that encompasses several domains of skills related to children's health. To ensure that these individuals go through this evolutionary process without changes, it is crucial that they are exposed to appropriate stimuli that facilitate their successful development. In this context, the objective of this literature review is to analyze how excessive use of screens by children has the potential to harm child development. Method: A review of 31 bibliographies from the databases: PubMed, National Center for Biotechnology Information, Scielo, Virtual Health Library (VHL) and Google Scholar was carried out to carry out this work. Discussion: This study addresses the increasing integration of new technologies into children's everyday lives, highlighting potential negative impacts in early childhood, such as language delays, deficits in social communication and self-regulation problems. Furthermore, it examines the association between screen time and sleep problems, influencing physical and psychosocial development. In the context of obesity, research reveals significant associations between screen use and increased body mass index (BMI), with interventions that reduce exposure time associated with slower decreases in weight gain. These conclusions emphasize the importance of parents as main caregivers, highlighting the implementation of proactive strategies, such as screen limits and supervision, to promote healthy and balanced child development. Conclusion: Due to the important negative impact on child development caused by the inappropriate use of digital devices by children, awareness and supervision of those responsible for this habit is essential.

2020

Introduction: While the limited use of high-quality and appropriate media may have a positive influence, excessive exposure carries health risks for young children and their families. Research suggests that increased screen time in young children is linked to negative health outcomes, including obesity, decreased cognitive and language development and reduced academic success. In this study we aimed to characterize the screen-time habits in a healthy population of children, aged between six months and five years, of two Family Healthcare Units of an urban area in northern Portugal, and to review the current literature on children’s screen time and health-related issues. Methods: This is a cross-sectional, observational and analytic study. We selected a convenience sample of children aged between six months and five years who were assessed at a scheduled surveillance visit and a questionnaire was applied to the caregivers between February and July 2018. Results: One hundred sixty-six...

F1000Research

This paper investigates the effects of screen time on child development and cognition and the setting of ‘safe’ screen time limits for young children, specifically children aged 6-to-12 years. Guidelines on screen time vary across constituencies, and the debate around screen time is contentious with many questions yet to be answered. A review of literature was undertaken to compare current screen time recommendations against the evidence from Neuroscience, Psychiatry, Psychology and Pediatrics that quantify screen time effects on the children's brain development. Based on this comparison, conclusions are made that can guide education policies around ‘remote learning’ and ‘home schooling’ to align them with the available research on the effects of screen time on children and inform a re-evaluation of the role of parents and educators in the setting of ‘safe’ limits on screen time.

Pakistan Journal of Medical Sciences

Objective: Early years of childhood form the basis of intelligence, personality, social behaviour, and capacity to learn and nurture oneself as an adult. Our objective was to find out the effects of screen time on behavior of pre-schoolers, which could provide scientific grounds to the control of digital screen time. Method: A cross sectional survey was conducted in four private preschools of Islamabad from June -November 2021. A sample size of 200 children ages three-five years were selected through multistage random sampling using a parental questionnaire. Children were grouped based on daily screen time of ≤60 minutes or >60 minutes. Analysis was made based on the Child behavior checklist for ages eighteen months-five years results. Cronbach’s alpha coefficient was found to be 0.925. It was analyzed using SPSS version 22. Chi-square test, independent sample t-test and multi linear regression were applied to determine the association and significance levels between the variable...

Pediatrics, 2017

In this article, we examine the impact of digital screen devices, including television, on cognitive development. Although we know that young infants and toddlers are using touch screen devices, we know little about their comprehension of the content that they encounter on them. In contrast, research suggests that children begin to comprehend child-directed television starting at ∼2 years of age. The cognitive impact of these media depends on the age of the child, the kind of programming (educational programming versus programming produced for adults), the social context of viewing, as well the particular kind of interactive media (eg, computer games). For children <2 years old, television viewing has mostly negative associations, especially for language and executive function. For preschool-aged children, television viewing has been found to have both positive and negative outcomes, and a large body of research suggests that educational television has a positive impact on cognit...

Australasian Journal of Early Childhood

Journal of family sciences, 2023

The technological advancements of the 21st century have created a shift in learning experiences for children, exposing them to various digital devices from an early age. One of the keys to a prosperous future for children is knowing the impact of screen time on children's well-being. This systematic literature review aims to provide an overview of the influence of screen time on early childhood well-being from existing empirical evidence. Using the PRISMA principles, this literature review identified 23 relevant studies from Scopus-indexed articles (Q1-Q4). The research subjects were children and mothers. The analysis grouped themes and displayed the interconnectedness of emerging themes using VosViewer software. The results of the systematic literature review showed that, generally, screen time hurts early childhood well-being in the physical and psychosocial dimensions. The impact of screen time on the cognitive dimension is negative and positive. The negative impact of screen time on the cognitive dimension of early childhood well-being includes delays in early childhood language development. Meanwhile, the positive impact of screen time on the cognitive dimension of early childhood well-being is that the media and tools in learning become more attractive. The results of this literature review have implications for providing insight to various stakeholders about the impact of screen time on early childhood well-being in various conditions. Keywords: child well-being, early childhood, language development, screen time, systematic literature review Kemajuan teknologi abad ke-21 telah menciptakan pergeseran dalam pengalaman belajar bagi anak, sehingga membuat anak terpapar dengan beragam perangkat digital sejak usia dini. Salah satu kunci masa depan anak sejahtera dengan mengetahui dampak screen time terhadap kesejahteraan anak. Tinjauan literatur sistematik ini bertujuan memberikan gambaran umum mengenai pengaruh screen time terhadap kesejahteraan anak usia dini dari bukti-bukti empirik yang ada. Dengan menggunakan prinsip-prinsip PRISMA, tinjauan literatur ini berhasil mengidentifikasi 23 penelitian relevan yang berasal dari artikel terindeks scopus (Q1-Q4). Subjek penelitian adalah anak dan ibu. Analisis pengelompokkan tema dan menampilkan keterkaitan tema-tema yang muncul dengan menggunakan software VosViewer. Hasil tinjauan literatur sistematik menunjukkan bahwa umumnya screen time berdampak negatif screen time terhadap kesejahteraan anak usia dini pada dimensi fisik dan psikososial. Dampak screen time Irzalinda & Latifah / Journal of Family Sciences, 2023 19 pada dimensi kognitif bersifat negatif dan positif. Dampak negatif screen time terhadap dimensi kognitif kesejahteraan anak usia dini antara lain keterlambatan dalam perkembangan bahasa anak usia dini. Sementara itu, dampak positif screen time terhadap dimensi kognitif kesejahteraan anak usia dini yaitu media dan alat bantu dalam pembelajaran menjadi lebih menarik. Hasil tinjauan literatur ini berimplikasi pada pentingnya memberikan wawasan kepada berbagai pemangku kepentingan tentang dampak screen time terhadap kesejahteraan anak usia dini dalam berbagai kondisi. Kata kunci: anak usia dini, kesejahteraan anak, perkembangan bahasa, screen time, systematic literature review

Pediatrics, 2006

OBJECTIVES. The American Academy of Pediatrics recommends that children over age 2 years spend ≤2 hours per day with screen media, because excessive viewing has been linked to a plethora of physical, academic, and behavioral problems. The primary goal of this study was to qualitatively explore how a recommendation to limit television viewing might be received and responded to by a diverse sample of parents and their school-age children. METHODS. The study collected background data about media use, gathered a household media inventory, and conducted in-depth individual and small group interviews with 180 parents and children ages 6 to 13 years old. RESULTS. Most of the children reported spending ∼3 hours per day watching television. The average home in this sample had 4 television sets; nearly two thirds had a television in the child's bedroom, and nearly half had a television set in the kitchen or dining room. Although virtually all of the parents reported having guidelines for ...