Abstract:Evidence suggests that excessive screen time in early childhood is related to children’s physical and mental health. This study aimed to review the relationships between screen media use and several health indicators in infants, toddlers, and preschoolers. A systematic search was conducted by two independent reviewers on PubMed, Web of Science, Embase, and Cochrane Library to identify the eligible studies, with an end date of 13 August 2019. Included studies (published in English) were peer-reviewed and met th… Show more
“…In a study from Taiwan, Lin et.al demonstrated a significantly higher cognitive delay among children with increased television exposure (OR 3.9, 95% CI 1.4-5.9) [7]. In contrast to our study, a recent systematic review and meta-analysis revealed that children with excess screen time were at a higher risk of delayed language development, learning problems (language and mathematics), and reading problems [32].…”
Background
Screen use is increasing rapidly among preschool children and excess screen use in these children has been associated with cognitive side effects and speech delay. We undertook this study to estimate the risk associated with screen time in children, parental supervision, and parent-reported cognitive development among preschool children aged 2–5 years.
Methods
A cross-sectional study was done between July 2019 and January 2020 involving parents of all students aged 2–5 years, attending 2 kindergarten schools in Thiruvalla using a self-administered questionnaire. Parents also used the Werner David Development pictorial scale (WDDPS), a screening tool to report cognitive development. The schools were sampled based on convenience.
Results
Of the 189 children included in the study, 89.4% had excess screen use (> 1 h per day) and the average use was 2.14 h. 45.0% of parents supervised screen use inconsistently (self-reported). Meal-time screen use (OR 3.8, 95% CI 1.3–10.8), receiving screen on demand (OR 3.7, 95% CI 1.2–11.3), and using devices other than computers (OR 6.5, 95% CI 1.6–26.8) were significantly associated with excess screen use in pre-school children. Similarly, those children with inconsistently supervised screen time were significantly more likely to have suspected deficits in attention (OR 3.2, 95% CI 1.3–8.2), intelligence (OR 4.1, 95% CI 1.3–13.3), and social skills (OR 15.3, 95% CI 1.9–121.2), compared to children whose screen use was consistently supervised.
Conclusion
Screen time in the majority of preschool children is above the recommended limits, and inconsistent supervision by parents was seen in almost half of the study participants. Inconsistently supervised screen time is associated with suspected cognitive delays in children.
“…In a study from Taiwan, Lin et.al demonstrated a significantly higher cognitive delay among children with increased television exposure (OR 3.9, 95% CI 1.4-5.9) [7]. In contrast to our study, a recent systematic review and meta-analysis revealed that children with excess screen time were at a higher risk of delayed language development, learning problems (language and mathematics), and reading problems [32].…”
Background
Screen use is increasing rapidly among preschool children and excess screen use in these children has been associated with cognitive side effects and speech delay. We undertook this study to estimate the risk associated with screen time in children, parental supervision, and parent-reported cognitive development among preschool children aged 2–5 years.
Methods
A cross-sectional study was done between July 2019 and January 2020 involving parents of all students aged 2–5 years, attending 2 kindergarten schools in Thiruvalla using a self-administered questionnaire. Parents also used the Werner David Development pictorial scale (WDDPS), a screening tool to report cognitive development. The schools were sampled based on convenience.
Results
Of the 189 children included in the study, 89.4% had excess screen use (> 1 h per day) and the average use was 2.14 h. 45.0% of parents supervised screen use inconsistently (self-reported). Meal-time screen use (OR 3.8, 95% CI 1.3–10.8), receiving screen on demand (OR 3.7, 95% CI 1.2–11.3), and using devices other than computers (OR 6.5, 95% CI 1.6–26.8) were significantly associated with excess screen use in pre-school children. Similarly, those children with inconsistently supervised screen time were significantly more likely to have suspected deficits in attention (OR 3.2, 95% CI 1.3–8.2), intelligence (OR 4.1, 95% CI 1.3–13.3), and social skills (OR 15.3, 95% CI 1.9–121.2), compared to children whose screen use was consistently supervised.
Conclusion
Screen time in the majority of preschool children is above the recommended limits, and inconsistent supervision by parents was seen in almost half of the study participants. Inconsistently supervised screen time is associated with suspected cognitive delays in children.
“…Si bien aún no se ha logrado clarificar de qué manera el uso indiscriminado de pantallas podría afectar tales procesos madurativos, se ha demostrado que la exposición temprana a la televisión se asocia con problemas de atención en los años siguientes (Christakis et al, 2004). Algunos investigadores (Li et al, 2020) han logrado asociar el uso excesivo de pantallas en niñas y niños con indicadores de salud física, conductual y psicosocial, mientras que otros han sistematizado los hallazgos de diversos estudios para discriminar cuáles son las variables que se correlacionan más específicamente con los hábitos de uso de los medios digitales durante la infancia (Duch et al, 2013). Ciertos estudios (Radesky y Christakis, 2016) incluso advierten sobre la necesidad de acompañamiento por parte de los adultos antes de los 2 años, a fin de seleccionar contenidos y establecer límites de exposición.…”
Section: El Uso De Pantallas En La Actualidadunclassified
“…Asimismo, el efecto lumínico de las pantallas produce trastornos del sueño (Krynski et al, 2017;Hill, 2016;AAP, 2016), en particular después de las ocho de la noche, ya que inhibe la secreción de melatonina (Garrison et al, 2011) y dificulta la conciliación del sueño, lo cual puede producir trastornos emocionales y de concentración a largo plazo (Mendieta Pineda, 2017). En efecto, un metaanálisis llevado a cabo recientemente (Li et al, 2020) indicó que el tiempo excesivo frente a una pantalla se asocia con una menor duración del sueño en la primera infancia. Este hallazgo ratifica los resultados de un estudio realizado en el Reino Unido a más de 700 bebés de 6 a 36 meses (Cheung et al, 2017), que revelaron una asociación significativa entre la frecuencia de uso de la pantalla táctil y la cantidad de sueño, así como un inicio del sueño más prolongado.…”
Section: Efectos Posteriores Durante El Desarrollounclassified
“…De la evidencia científica (Li et al, 2020) surge también que el tiempo excesivo frente a pantallas no solo se asocia con una menor duración del sueño, sino también con la presencia de sobrepeso, obesidad y sedentarismo (Krynski et al, 2017) en niñas y niños de edad preescolar. Se ha demostrado que el índice de masa corporal (IMC) aumentaba por cada hora semanal de consumo de medios digitales (AAP, 2016).…”
Section: Efectos Posteriores Durante El Desarrollounclassified
“…Asimismo, la exposición a pantallas que no va acompañada de un componente interactivo o físico fomenta el sedentarismo e impide practicar habilidades de motricidad gruesa como caminar y correr, lo cual demora el desarrollo motor (Madigan et al, 2019). La revisión sistemática de diversos estudios sobre la relación entre el tiempo de pantalla y los indicadores de salud en bebés y preescolares reveló que una mayor exposición a medios digitales aumentaba el riesgo de padecer adiposidad, problemas de sueño, comportamiento agresivo, dolor musculoesquelético, acoso escolar en los años siguientes, hábitos alimentarios menos saludables, descenso en las funciones ejecutivas, el desarrollo motor y el nivel de actividad física, sedentarismo y dificultades conductuales y emocionales (Li et al, 2020).…”
Section: Efectos Posteriores Durante El Desarrollounclassified
Aunque no existe consenso sobre las repercusiones de la digitalización en la salud y bienestar de niñas y niños, algunos estudios revelan la necesidad del acompañamiento adulto para seleccionar contenidos y establecer límites. Los bebés necesitan explorar el entorno para desarrollar habilidades cognitivas, sensoriales y lingüísticas. Como nuestra capacidad de adaptación aumenta a medida que maduramos, cualquier alteración temprana en el desarrollo ejecutivo repercute a corto, medio y largo plazo. El uso inadecuado de las TIC incide negativamente en la neuroplasticidad cerebral, que se traducirá en escasa autoestima, bajo nivel cognitivo o dificultades conductuales, según edad y habilidades asociadas. También podrá alterar visión, sueño, peso, desarrollo, funciones ejecutivas y conducta. El compromiso adulto con el uso responsable de herramientas tecnológicas es fundamental para garantizar el óptimo desarrollo de niñas y niños nacidos y criados en la era digital.
Childhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes has not yet been examined. We estimated the effect of poverty on math and reading achievement trajectories using the Early Childhood Longitudinal Study (ECLS) Kindergarten class of 1998−1999 survey data and multilevel growth curve modeling techniques. Our findings indicate that the impact of obesity status is more pronounced for children from low socioeconomic backgrounds in both reading and math achievement, as well as for children with overweight in reading achievement scores. Thus, we see evidence that overweight and obesity moderate the pathway through which early‐childhood poverty affects school performance. Given that we identified overweight and obesity as putative mechanisms through which socioeconomic deprivation affects academic achievement, focusing on overweight and obesity prevention may alter students’ academic trajectories. Taken together, we see evidence that the combined negative effect of increased weight status and poverty, beyond the independent effects of each, has far‐reaching consequences for educational outcomes.
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