Association of Screen Time Use and Language Development in Hispanic Toddlers

Abstract

This study examined the association between screen media use, media content, and language development among 119 Hispanic infants and toddlers. Children and their caregivers were recruited through an urban, Early Head Start program. Duration and content of screen media exposure was measured through a 24-hour recall questionnaire, and language development was measured at baseline and at 1-year follow up. Children in the sample spent an average of 3.29 hours engaged with screen media (median 2.5 hours per day). In both cross-sectional and longitudinal analyses, children who watched over 2 hours of television per day had increased odds of low communication scores. Whereas child-directed media was associated with low language scores, adult-directed media was not. Our findings support the mounting literature on the deleterious impacts of screen media in toddler's language development. Guidance and alternatives to screen media use should be available to families in pediatric practices and early childhood centers.

Systematic review of sedentary behavior and cognitive development in early childhood

“…Of the 83 reported associations in 14 observational studies, between duration/frequency of childspecific TV content and cognitive development, nine (11%) were statically significant detrimental associations 33,41,42,50,52,56,58 and nine (11%) were statistically significant beneficial associations. 41,42,46,52,57 Three studies reported beneficial associations with cognitive development for some content (educational, ABC and PBS channel viewing), and detrimental associations for Figure 3 displays the number of statistically significant detrimental, statistically significant beneficial, and null associations between higher or increased child-specific TV content and cognitive development outcomes stratified by cognitive domain.…”

Children and Adolescents and Digital Media

“…Population-based studies continue to show associations between excessive TV viewing in early childhood and cognitive, 54 -56 language, 57,58 and social/emotional delays. 59 -62 Possible mechanisms for these outcomes include the effects of viewing inappropriate, adult-oriented content 54 (as well as some inappropriate child-directed content), 58 a decrease in parent-child interaction when the TV is on, 63 and poorer family functioning in households with high media use.…”

“…59 -62 Possible mechanisms for these outcomes include the effects of viewing inappropriate, adult-oriented content 54 (as well as some inappropriate child-directed content), 58 a decrease in parent-child interaction when the TV is on, 63 and poorer family functioning in households with high media use. 60 An earlier age of media use onset, greater cumulative hours of media use, and content that is not of high quality all are significant independent predictors of poor executive functioning (impulse control, self-regulation, mental flexibility) 33 as well as "theory of mind" deficits (ie, the ability to understand others' thoughts and feelings) in preschoolers.…”

Media and Young Minds

“…Population-based studies continue to show associations between excessive television viewing in early childhood and cognitive, 28 -30 language, 31,32 and social/emotional delays, 33 -36 likely secondary to decreases in parentchild interaction when the television is on 37 and poorer family functioning in households with high media use. 37 An earlier age of media use onset, greater cumulative hours of media use, and non-PBS content all are significant independent predictors of poor executive functioning in preschoolers.…”