A Reflection on Controversial Literature on Screen Time and Educational Apps Use in 0–5 Years Old Children

Cerniglia, Luca; Cimino, Silvia

doi:10.3390/ijerph17134641

Cited by 13 publications

(6 citation statements)

References 22 publications

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“…While the research on the impacts of screen time on children's development is ambiguous and often contradictory (Cerniglia and Cimino 2020;boyd 2016), it is notable that, as with convenience foods, as mothers gain time through efficiencies in the household, these options are quickly and deeply maligned. In other words, the fact that even relatively young children can keep busy using screens is quickly re-storied as evidence of maternal failing.…”

Section: Articulating Good Motherhoodmentioning

confidence: 99%

“It feels a bit like drowning”: Expectations and Experiences of Motherhood during COVID-19

Friedman

Lichtfuss²,

Martignetti³

et al. 2021

atlantis

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What is the result of bringing unrealistic and overwhelming conditions of motherhood into the context of a global pandemic? This article aims to explore the impacts of maternal expectations and experiences in the context of COVID-19. Through first-person accounts of eighty self-identified mothers parenting through COVID, we aim to explore “good” mother myths, feelings of failure, and the paradoxical freedoms that occur under pandemic time.

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Section: Articulating Good Motherhoodmentioning

confidence: 99%

“It feels a bit like drowning”: Expectations and Experiences of Motherhood during COVID-19

Friedman

Lichtfuss²,

Martignetti³

et al. 2021

atlantis

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“…Children develop language faster when supported by responsive parents within their early years, and excessive screen time is detrimental to development and behavior because of overstimulation, disorganization, dysregulation and distress [ 8 , 26 , 33 – 40 ]. These can disrupt interaction with people, which limits a child’s practice of verbal and nonverbal social exchanges [ 27 ]. This study observed decreased scores in receptive and expressive language when children had more than 2 h of screen time.…”

Section: Discussionmentioning

confidence: 99%

Measuring effects of screen time on the development of children in the Philippines: a cross-sectional study

Santos

2023

BMC Public Health

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Background Screen time in young children is discouraged because of its negative effects on their development. However, excessive screen media use has been rising, particularly during the global pandemic when stay-at-home mandates were placed on young children in several countries. This study documents potential developmental effects of excessive screen media use. Method This is a cross-sectional study. Participants were 24 to 36 month old Filipino children recruited through non-probable convenience sampling from August to October 2021. Regression analyses were performed to test the association between screen time and changes in scaled scores for skills and behaviors determined from the Adaptive Behavior Scale and to identify factors associated with increased screen media use. Results Increased odds of excessive use of screen media of children by 4.19 when parents watch excessively and 8.56 times greater odds when children are alone compared to watching with a parent or other children. When adjusted for co-viewing, more than 2 h of screen time is significantly associated with decrease in receptive and expressive language scores. The effects on personal skills, interpersonal relationships and play and leisure skills were only statistically significant at 4 to 5 or more hours of screen time use. Conclusion The study found that spending no more than 2 h screen time had minimal negative effects on development and that use beyond 2 h was associated with poorer language development among 2 year olds. There is less excessive screen media use when a child co-views with an adult, sibling or other child and when parents likewise have less screen time themselves.

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“…It is important to highlight that the relationship between SB and EF in preschoolers is controversial [14,40], partly due to the type of SB performed, and to the time spent being sedentary. The technology advances, and the easier access to electronic devices may predispose early age children to a greater amount of time exposed to screens [41], though speci c educational TV, tablet, and computer programs developed for this public may positively contribute to children's learning process [42].…”

Section: Discussionmentioning

confidence: 99%

Association between sedentary behaviour inside and outside preschools and executive function in preschoolers

Bezerra¹,

Esteban‐Cornejo²,

Goulart³

et al. 2021

Preprint

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Preschool children spend a large part of their day at school, and a large part of that time they spend in sedentary behaviour (SB). Although SB negatively affects regions of the brain responsible for cognition, it is believed that the type of SB performed can favour executive functions' performance. The present study aimed to analyse the association between SB inside and outside preschools and EF tasks in preschool children. Thus, 73 pre-school children (60.3% girls) were evaluated, with a mean age of 55.0 ± 9.1 months. The SB and physical activity (PA) were objectively assessed using accelerometers. The executive function (EF) was assessed using the Go / No Go paradigm by Early Years Toolbox – YET, and for the purposes of analysis, the inverse efficiency of Go and No Go accuracy were considered. Body Mass Index (BMI) was calculated [weight/height² (kg/m2)]. The preschool secretary provided the children's sex and age. To assess possible associations between EF and SB, with sex, age, BMI and PA as covariates, a structural equation model, using multivariate linear regression analysis, was conducted. A significant and positive association between SB in weekend days and IE of Go (b = 0.61; p < 0.001) was observed. The model´s general explaining 51.9% of IE, and 2% of Ac-No Go. Conclusion: the model presented in this study showed that SB on weekend days showed a significant and adverse association with children´s IE, suggesting that excessive SB on these days may be harmful to EF in early child.

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A Reflection on Controversial Literature on Screen Time and Educational Apps Use in 0–5 Years Old Children

Cited by 13 publications

References 22 publications

“It feels a bit like drowning”: Expectations and Experiences of Motherhood during COVID-19

“It feels a bit like drowning”: Expectations and Experiences of Motherhood during COVID-19

Measuring effects of screen time on the development of children in the Philippines: a cross-sectional study

Association between sedentary behaviour inside and outside preschools and executive function in preschoolers

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