Association of screen time with long-term stress and temperament in preschoolers: results from the DAGIS study

Leppänen, Marja H; Sääksjärvi, Katri; Vepsäläinen, Henna; Ray, Carola; Hiltunen, Pauliina; Koivusilta, Leena; Erkkola, Maijaliisa; Sajaniemi, Nina; Roos, Eva

doi:10.1007/s00431-020-03686-5

Cited by 17 publications

(15 citation statements)

References 34 publications

(58 reference statements)

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“…In contrast to previous studies (Leppänen et al, 2020;Shin et al, 2021), we did not find associations between screen media and children's temperament. Our findings are in line with a recently published systematic review of the correlates of screen time in the early years (0-5 years) (Veldman et al, 2023), which found no evidence for an association of a child's temperament or personality with screen time.…”

Section: T a B L E 2 Pearson Correlation Matrix Between Study Variabl...contrasting

confidence: 99%

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Infant screen media and child development: A prospective community study

Slobodin,

Hetzroni,

Mandel

et al. 2023

Infancy

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The current study examined longitudinal associations between early screen media exposure (assessed at 6, 12, and 24 months) and the child's motor and language/communication development at the ages of 24 and 36 months. We also aimed to study whether these associations varied by socioeconomic status (SES). Participants were 179 parent‐infant dyads, recruited from well‐baby clinic services during routine visits. Child development measures included standardized measures of developmental milestones as assessed by professionals and referral data to child developmental centers. Both measures were retrieved from the official health maintenance organization records by an expert in child development. Results indicated that screen exposure at 6 and 12 months was associated with a higher risk for language/communication deficits at 36 months in children with moderate or high SES but not in children with low SES. Our findings are consistent with existing literature demonstrating cross‐sectional and longitudinal associations between early screen exposure and language development deficits. Given that media use practices and motivations vary among families from different backgrounds, further investigation of the interaction between SES and screen exposure is needed.

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Section: T a B L E 2 Pearson Correlation Matrix Between Study Variabl...contrasting

confidence: 99%

“…We also aimed to study whether these associations varied by family SES. The child's temperament and parental distress were also evaluated as potential confounders, as both were associated with screen time (Duch et al., 2013; Leppänen et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Infant screen media and child development: A prospective community study

Slobodin,

Hetzroni,

Mandel

et al. 2023

Infancy

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show abstract

“…These activities could also vary in terms of their frequencies and intensities depending on the child’s temperamental characteristics. The current study focused on associations of temperament with PA and SED, but previous studies have shown that temperament is also associated with eating habits and screen time in preschoolers [ 17 , 29 ]. Thus, temperament seems to play an important role in the formation of health behaviors during childhood and should therefore be acknowledged by families and child care professionals in supporting children’s development.…”

Section: Discussionmentioning

confidence: 99%

Temperament, physical activity and sedentary time in preschoolers – the DAGIS study

et al. 2021

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Background Identifying individual characteristics linked with physical activity (PA) and sedentary time (SED) can assist in designing health-enhancing interventions for children. We examined cross-sectional associations of temperament characteristics with 1) PA and SED and 2) meeting the PA recommendation in Finnish children. Methods Altogether, 697 children (age: 4.7 ± 0.9 years, 51.6% boys) within the Increased Health and Wellbeing in Preschools (DAGIS) study were included. Parents responded to the Very Short Form of the Children’s Behavior Questionnaire consisting of three temperament dimensions: surgency, negative affectivity, and effortful control. PA and SED were assessed for 7 days (24 h per day) using a hip-worn ActiGraph accelerometer, and the daily minutes spent in light PA (LPA), moderate PA (MPA), vigorous PA (VPA), and SED were calculated. The PA recommendation was defined as having PA at least 180 min/day, of which at least 60 min/day was in moderate-to-vigorous PA. Adjusted linear and logistic regression analyses were applied. Results Surgency was associated with LPA (B = 3.80, p = 0.004), MPA (B = 4.87, p < 0.001), VPA (B = 2.91, p < 0.001), SED (B = − 11.45, p < 0.001), and higher odds of meeting the PA recommendation (OR = 1.56, p < 0.001). Effortful control was associated with MPA (B = − 3.63, p < 0.001), VPA (B = − 2.50, p < 0.001), SED (B = 8.66, p < 0.001), and lower odds of meeting the PA recommendation (OR = 0.61, p = 0.004). Negative affectivity was not associated with PA, SED, or meeting the PA recommendation. Conclusion Children’s temperament should be considered when promoting PA in preschoolers. Special attention should be paid to children scoring high in the temperament dimension effortful control.

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“…Dunckley (2015) reports that screen time disrupts sleep and overloads the sensory system. Screen time is also known to induce stress reactions and increase cortisol, a stress hormone (Leppänen et al, 2020). Perhaps the use of the screen detracted from the educators’ ability to connect with each child individually and form relationships, an important part of self-regulation facilitation (Clinton, 2020; Schore, 2012; Tantam, 2018) where social engagement provides cues of safety (Porges, 2011).…”

Section: Discussionmentioning

confidence: 99%

Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study

Burgess

2023

Journal of Early Childhood Research

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There is growing concern about the mental health and resilience of today’s children and difficulties with self-regulation are implicated in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems. Self-regulation is a growing topic of interest in a variety of disciplines and there are 447 different interpretations of what self-regulation means in the literature, which makes it difficult for educators to interpret and apply it in their classrooms. Due to advances in neuroscience, the Ontario Ministry of Education shifted toward a neurophysiological framework for the Self-Regulation and Well-Being Frame of the Kindergarten Program. The current study examined which frameworks Ontario kindergarten educators were using by analyzing the ways they described and facilitated self-regulation in the classroom through surveys, interviews, report cards, and classroom observations. Findings revealed that educators: have little experience and training with resources aligned with the Kindergarten Program’s approach to self-regulation, describe self-regulation as self-control, and facilitate self-regulation using a learning strategies approach. Educators were observed using fewer than a third of ministry self-regulation recommendations in the classroom. Implications and recommendations for aligning educator practices with the Kindergarten Program’s framework are discussed.

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Association of screen time with long-term stress and temperament in preschoolers: results from the DAGIS study

Cited by 17 publications

References 34 publications

Infant screen media and child development: A prospective community study

Infant screen media and child development: A prospective community study

Temperament, physical activity and sedentary time in preschoolers – the DAGIS study

Educator understanding of self-regulation and implications for classroom facilitation: A mixed methods study

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