Using latent variable structural equation modeling, a family economic stress model that links economic well-being to child well-being in an ethnically diverse, low-income sample of 419 elementary school-age children was evaluated. The sample was 57% African American and 28% Hispanic, and most families were headed by single mothers. The results provided support for the position that family process is a critical mediator of the effects of economic hardship on children's social adjustment. Lower levels of economic well-being, and the corollary elevated perceptions of economic pressure indirectly affected parenting behavior through an adverse impact on parental psychological well-being. Distressed parents reported feeling less effective and capable in disciplinary interactions with their child and were observed to be less affectionate in parent-child interactions. In turn, less than optimal parenting predicted lower teacher ratings of children's positive social behavior and higher ratings of behavior problems. Multiple-group analyses revealed that the pathways by which economic hardship influences children's behavior appear to operate similarly for boys and girls, and for African American and Hispanic families.

This study is the first to provide comprehensive information regarding the extent of media use among young children in the United States. These children are growing up in a media-saturated environment with almost universal access to television, and a striking number have a television in their bedroom. Media and technology are here to stay and are virtually guaranteed to play an ever-increasing role in daily life, even among the very young. Additional research on their developmental impact is crucial to public health.

This study examined the links between childhood obesity, activity participation and television and video game use in a nationally representative sample of children (N=2831) ages 1–12 using age‐normed body mass index (BMI) ratings. Results indicated that while television use was not related to children's weight status, video game use was. Children with higher weight status played moderate amounts of electronic games, while children with lower weight status played either very little or a lot of electronic games. Interaction analyses revealed that this curvilinear relationship applied to children under age 8 and that girls, but not boys, with higher weight status played more video games. Children ages 9–12 with lower weight status used the computer (non‐game) for moderate amounts of time, while those with higher weight status used the computer either very little or a lot. This was also true for the relationship between print use and weight status for children of all ages. Results also indicated that children with higher weight status spent more time in sedentary activities than those with lower weight status.

OBJECTIVES. This study assessed the claim that children's television use interferes with time spent in more developmentally appropriate activities.METHODS. Data came from the first wave of the Child Development Supplement, a nationally representative sample of children aged 0 to 12 in 1997 (N ϭ 1712). Twenty-four-hour time-use diaries from 1 randomly chosen weekday and 1 randomly chosen weekend day were used to assess children's time spent watching television, time spent with parents, time spent with siblings, time spent reading (or being read to), time spent doing homework, time spent in creative play, and time spent in active play. Ordinary least squares multiple regression was used to assess the relationship between children's television use and time spent pursuing other activities.RESULTS. Results indicated that time spent watching television both with and without parents or siblings was negatively related to time spent with parents or siblings, respectively, in other activities. Television viewing also was negatively related to time spent doing homework for 7-to 12-year-olds and negatively related to creative play, especially among very young children (younger than 5 years). There was no relationship between time spent watching television and time spent reading (or being read to) or to time spent in active play.CONCLUSIONS. The results of this study are among the first to provide empirical support for the assumptions made by the American Academy of Pediatrics in their screen time recommendations. Time spent viewing television both with and without parents and siblings present was strongly negatively related to time spent interacting with parents or siblings. Television viewing was associated with decreased homework time and decreased time in creative play. Conversely, there was no support for the widespread belief that television interferes with time spent reading or in active play.www.pediatrics.org/cgi

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