Relation between executive functions and screen time exposure in under 6 year-olds: A meta-analysis

Bustamante, Juan Carlos; Fernández-Castilla, Belén; Alcaraz-Iborra, Manuel

doi:10.1016/j.chb.2023.107739

Cited by 14 publications

(9 citation statements)

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“…Moreover, reading comprehension, at a minimum, links to planning, working memory, and inhibition (Scionti et al, 2023;Spiegel et al, 2021). These findings highlight the significant impact of EFs on developing academic competencies among school-aged children (Bustamante et al, 2023;Emslander & Scherer, 2022;Diamond, 2013).…”

Section: Introductionmentioning

confidence: 80%

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Cardoso,

Braga,

Loureiro

et al. 2024

JETS

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This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.

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Section: Introductionmentioning

confidence: 80%

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Cardoso,

Braga,

Loureiro

et al. 2024

JETS

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“…Quanto às funções executivas, os resultados gerais obtidos alinham-se com pesquisas anteriores (Bustamante et al, 2023;McHarg et al, 2020), e particularmente nos domínios de inibição (Lui et al, 2021) e memória de trabalho (McHarg et al, 2020). Essas descobertas corroboram a tendência de que um aumento no tempo de exposição às telas está geralmente associado a um desempenho inferior nas funções executivas.…”

Section: Discussionunclassified

“…Por fim, outro aspecto observado neste estudo foi que a interação social da criança é essencial para o desenvolvimento, envolvendo a regulação emocional e a inibição (Gondim et al, 2023;Medina et al, 2023). A exposição prolongada à televisão como fundo sonoro foi associada a episódios de brincadeiras mais curtos e interações de menor qualidade por parte dos pais (Bustamante et al, 2023). Ademais, substituir atividades importantes, como brincar com objetos manipulativos e brincadeiras imaginativas, por tempo de tela pode impactar permanentemente o desenvolvimento das funções executivas.…”

Section: Discussionunclassified

“…Na era digital, o amplo uso da mídia de tela, que engloba atividades como navegar na internet, usar computadores, smartphones, assistir televisão e jogar videogames, tornou-se parte integrante da vida de crianças e adolescentes (Bustamante et al, 2023). Os avanços tecnológicos relacionados a diversas formas de entretenimento digital, incluindo televisores, computadores, tablets, videogames e smartphones, estão gradualmente se incorporando às rotinas familiares, resultando no fenômeno conhecido como "tempo de tela".…”

Section: Introductionunclassified

“…Além disso, mais de 4 em cada 5 crianças possuem pelo menos um destes dispositivos, com uma média de três aparelhos digitais por domicílio (Bustamante et al, 2023). É importante ressaltar que estudos (Azevedo et al, 2022;Gastaud et al, 2023) têm levantado preocupações sobre o impacto do uso de mídias digitais na interação entre pais e filhos.…”

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Association between the use of digital media and executive functions in early childhood

Gurjão,

Costa,

Oliveira

et al. 2023

CLIUM

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This study aims to investigate the associations between the use of digital media and the executive functions of children in early childhood. Employing a descriptive-exploratory cross-sectional design, quantitative data analysis was conducted through an online survey. Data were collected using a Socioeconomic Questionnaire, the Child Executive Functioning Inventory, and a Media Use Questionnaire. A total of 58 parents, representing both genders, participated in the study, and their children were aged between 3 and 5 years old. Our findings reveal that parents primarily permit the use of digital media for everyday tasks. Notably, children who used digital media the most in their daily activities exhibited poorer performance on the Children's Executive Functioning Inventory. The data expands our understanding of media usage, its impact, and its repercussions on child development, daily life, and family interaction.

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Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes

Mallawaarachchi,

Burley,

Mavilidi

et al. 2024

JAMA Pediatr

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ImportanceThe multifaceted nature of screen use has been largely overlooked in favor of a simplistic unidimensional measure of overall screen time when evaluating the benefits and risks of screen use to early childhood development.ObjectiveTo conduct a systematic review and meta-analysis to examine associations of screen use contexts in early childhood with cognitive and psychosocial outcomes.Data SourcesPsycINFO, Embase, MEDLINE Ovid, ProQuest, CINAHL, Web of Science, and Scopus were searched from inception to December 31, 2023.Study SelectionA total of 7441 studies were initially identified. Studies were included if they examined associations between a contextual factor of screen use among children aged 0 to 5.99 years and cognitive or psychosocial development. Observational, experimental, and randomized clinical trial study designs were included.Data Extraction and SynthesisAll studies were independently screened in duplicate following PRISMA guidelines. Effect sizes of associations (r) from observational studies were pooled using random-effects 3-level meta-analyses. The remaining study designs were narratively synthesized.Main Outcomes and MeasuresScreen use contexts included content (child directed and age inappropriate), type (program viewing and game or app use), co-use (or solo use), background television, caregiver screen use during child routines, and purpose. Outcomes were cognitive (executive functioning, language, and academic skills) or psychosocial (internalizing and externalizing behavior problems and socioemotional competence).ResultsOverall, 100 studies (176 742 participants) were included, and of these, 64 observational studies (pooled sample sizes ranging from 711 to 69 232) were included in meta-analyses. Program viewing (n = 14; k = 48; r, −0.16; 95% CI, −0.24 to −0.08) and background television (n = 8; k = 18; r, −0.10; 95% CI, −0.18 to −0.02) were negatively associated with cognitive outcomes, while program viewing (n = 6; k = 31; r, −0.04; 95% CI, −0.07 to −0.01), age-inappropriate content (n = 9; k = 36; r, −0.11; 95% CI, −0.17 to −0.04), and caregiver screen use during routines (n = 6; k = 14; r, −0.11; 95% CI, −0.20 to −0.03) were negatively associated with psychosocial outcomes. Co-use was positively associated with cognitive outcomes (n = 8; k = 28; r, 0.14; 95% CI, 0.03 to 0.25).Conclusions and RelevanceFindings show small to moderate effect sizes that highlight the need to consider screen use contexts when making recommendations for families, clinicians, and educators beyond screen time limits; including encouraging intentional and productive screen use, age-appropriate content, and co-use with caregivers.

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Relation between executive functions and screen time exposure in under 6 year-olds: A meta-analysis

Cited by 14 publications

References 101 publications

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Association between the use of digital media and executive functions in early childhood

Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes

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