Infant Television and Video Exposure Associated With Limited Parent-Child Verbal Interactions in Low Socioeconomic Status Households

Mendelsohn, Alan L.; Berkule, Samantha B.; Tomopoulos, Suzy; Tamis-LeMonda, Catherine S.; Huberman, Harris S.; Alvir, J.; Dreyer, Benard P.

doi:10.1001/archpedi.162.5.411

Cited by 117 publications

(141 citation statements)

References 61 publications

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“…47,48 Although most research has focused on literacy promotion for families of lower socioeconomic status, pediatricians should remember to educate all families about the importance of reading aloud to young children because even in affluent and educated families with plenty of books at home, many parents do not read with their children on a daily basis.…”

Section: Discussionmentioning

confidence: 99%

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice

High¹,

Klass²,

Donoghue³

et al. 2014

Pediatrics

213

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Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime. Pediatric providers have a unique opportunity to encourage parents to engage in this important and enjoyable activity with their children beginning in infancy. Research has revealed that parents listen and children learn as a result of literacy promotion by pediatricians, which provides a practical and evidence-based opportunity to support early brain development in primary care practice. The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry by (1) advising all parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills; (2) counseling all parents about developmentally appropriate shared-reading activities that are enjoyable for children and their parents and offer language-rich exposure to books, pictures, and the written word; (3) providing developmentally appropriate books given at health supervision visits for all high-risk, low-income young children; (4) using a robust spectrum of options to support and promote these efforts; and (5) partnering with other child advocates to influence national messaging and policies that support and promote these key early shared-reading experiences. The AAP supports federal and state funding for children’s books to be provided at pediatric health supervision visits to children at high risk living at or near the poverty threshold and the integration of literacy promotion, an essential component of pediatric primary care, into pediatric resident education. This policy statement is supported by the AAP technical report “School Readiness” and supports the AAP policy statement “Early Childhood Adversity, Toxic Stress, and the Role of the Pediatrician: Translating Developmental Science Into Lifelong Health.”

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Section: Discussionmentioning

confidence: 99%

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice

High¹,

Klass²,

Donoghue³

et al. 2014

Pediatrics

213

View full text Add to dashboard Cite

show abstract

“…Parents of 0-2-year-olds report average viewing times from 12 to 153 minutes/day (Barr, Danziger, Hilliard, Andolina, & Ruskis, 2010;Christakis & Garrison, 2009;Dennison, Erb, & Jenkins, 2002;Kourlaba, Kondaki, Liarigkovinos, & Manios, 2009;Mendelsohn et al, 2008;Rideout & Hamei, 2006;Ruangdaraganon et al, 2009;Schmidt, Rich, Rifas-Shiman, Oken, & Taveras, 2009;Thompson & Christakis, 2005;Tomopoulos et al, 2010;Vandewater et al, 2007;Zimmerman, Christakis, & Meltzoff, 2007). These vastly different estimates may be due to age variations in the samples as despite the narrow age band, within samples, viewing time was higher in older children.…”

Section: Introductionmentioning

confidence: 99%

Prevalence and stability of active play, restricted movement and television viewing in infants

Hesketh

Crawford

Abbott

et al. 2014

Early Child Development and Care

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This study describes engagement in and stability of physical activity and sedentary behaviours in early life, and assesses associations with sex, maternal education and developmental stage. Maternal-report data at child age 4, 9 and 20 months were collected from 542 families in the Melbourne Infant Feeding Activity and Nutrition Trial Program. Parents estimated average time per day their child spent in active pursuits or pursuits that restricted movement. With increasing age, children generally spent more time in active pursuits and watching television, and less time in situations that restrict movement. Associations were found with age of developmental milestone attainment but not sex or maternal education. Stability over time was strongest for television viewing (β = 0.34-0.38) and time spent outdoors (β = 0.27-0.33). Contrary to guidelines, television viewing increased and showed stability, suggesting a need to target this behaviour very early in life to achieve optimal longer term outcomes.

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“…9 These effects may be more pronounced in lowincome populations, where high media exposure is more prevalent. 2 Proposed mechanisms for these detrimental effects include replacement of enriching activities with caregivers, 10 reduced language-based and play interactions with parents, [11][12][13] and less creative child play 14 while the TV is on.…”

mentioning

confidence: 99%

Infant Self-Regulation and Early Childhood Media Exposure

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Several studies suggest that excessive media use in early childhood predicts poorer developmental outcomes. It has not been studied whether infants with self-regulation problems, who may be at higher developmental risk, develop excessive media use habits. WHAT THIS STUDY ADDS:This study shows that infants and toddlers with self-regulation difficulties (ie, problems with selfsoothing, sleep, emotional regulation, and attention) view more media at 2 years of age, independent of other important confounders.abstract OBJECTIVES: Examine prospective associations between parentreported early childhood self-regulation problems and media exposure (television and video viewing) at 2 years. We hypothesized that children with poor self-regulation would consume more media, possibly as a parent coping strategy. METHODS:We used data from 7450 children in the Early Childhood Longitudinal Study-Birth Cohort. When children were 9 months and 2 years old, parents completed the Infant Toddler Symptom Checklist (ITSC), a validated scale of self-regulation. With daily media use at 2 years as our outcome, we conducted weighted multivariable regression analyses, controlling for child, maternal, and household characteristics. RESULTS:Children watched an average of 2.3 hours per day (SD 1.9) of media at age 2 years. Infants with poor self-regulation (9-month ITSC score $3) viewed 0.23 hour per day (95% confidence interval [CI] 0.12-0.35) more media at 2 years compared with those with 9-month ITSC score of 0 to 2; this remained significant in adjusted models (0.15 hour per day [95% CI 0.02-0.28]). Children rated as having persistent self-regulation problems (ITSC $3 at both 9 months and 2 years) were even more likely to consume media at age 2 (adjusted b 0.21 hour per day [95% CI 0.03-0.39]; adjusted odds ratio for .2 hours per day 1.40 [95% CI 1.14-1.71]). These associations were slightly stronger in low socioeconomic status and English-speaking households.

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Infant Television and Video Exposure Associated With Limited Parent-Child Verbal Interactions in Low Socioeconomic Status Households

Cited by 117 publications

References 61 publications

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice

Prevalence and stability of active play, restricted movement and television viewing in infants

Infant Self-Regulation and Early Childhood Media Exposure

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