Mobile media use by infants and toddlers

Levine, Laura E.; Waite, Bradley M.; Bowman, Laura L.; Kachinsky, Kyla

doi:10.1016/j.chb.2018.12.045

Cited by 81 publications

(63 citation statements)

References 19 publications

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“…However, other studies found various effects on EF depending on the content of screen media use (Huber et al, 2018;Kostyrka-Allchorne et al, 2019), which was not taken into account in our study. As computers, tablets, and smartphones are often used by young children to watch movies or videos (Levine et al, 2019) Thus based on results of our study we can conclude that in typically developing preschool children from low risk and well-educated families the time of exposure to various screens is not related to their executive functions. It is worth to mention, these children were mostly using screens for the reasonable duration, usually not exceeding the recommended time limits.…”

Section: Discussionmentioning

confidence: 56%

“…However, other studies found various effects on EF depending on the content of screen media use (Huber et al, ; Kostyrka‐Allchorne et al, ), which was not taken into account in our study. As computers, tablets, and smartphones are often used by young children to watch movies or videos (Levine et al, ), possible positive effects of active engagement in educational contents may be masked by time spent passively viewing video contents on these devices. Moreover, those studies that found positive effects of screens on EF have focused on measuring short‐term effects.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on use of various types of screens other than TV in relation to EF development are still scarce (Antrilli & Wang, 2018;Huber, Yeates, Fleckhammer, & Kaufman, 2018;McNeill et al, 2019). Although computers, tablets, and smartphones are often used by young children to watch movies or videos (Levine, Waite, Bowman, & Kachinsky, 2019), they also allow for a greater active involvement of the user through computer games or apps, making them potentially more beneficial for EF development (Christakis, 2014). In one recent study comparing immediate effects of tablet use on EF measures, positive effects were found after using an educational app but not after watching an entertaining cartoon or an educational program (Huber et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Executive function and screen‐based media use in preschool children

Jusienė

Rakickienė

Breidokienė

et al. 2020

Infant and Child Development

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The aim of this study was to explore associations between time spent using various media devices and executive abilities in preschoolers. Participants were 190 children (44.2% female; mean age 58.75 months, SD = 7.27). The Shape School, the Missing Scan and the Head and Feet tasks were administered to children to assess three core executive functions (mental set shifting, working memory, and inhibitory control). Parents provided information on the daily time children spent watching television and using smartphones, tablets, and computers. Parental education was also taken into consideration. Results of multiple linear regression analysis revealed that separate executive abilities were not predicted by use of any type of screen. To conclude, our findings suggest that screen time is not related to executive functions in typically developing low social risk preschoolers who are not overusing screens. Highlights This study explored the links between time spent using various screen‐media devices and executive abilities in four‐ and five‐year‐olds. TV, computer, smartphone and tablet use were not related to inhibitory control, working memory and shifting in preschoolers from low‐risk backgrounds. Future research should take into consideration screen exposure time and content, and analyse relationships between screen use and executive functions longitudinally.

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Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Executive function and screen‐based media use in preschool children

Jusienė

Rakickienė

Breidokienė

et al. 2020

Infant and Child Development

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“…Pempeck and McDaniel (2016) also conducted an online survey of children aged between 1 and 4 years, 46% of whom used a tablet on a daily basis for a range of purposes including reading, mathematics and simple games. A more recent study of mobile media use by under-threes, in which 326 parents of children aged under three completed an online survey, found that the children were reported most frequently to use mobile media to watch films, but also for Skyping and looking at books (Levine et al, 2019).…”

Section: The Digital Practices Of Under Threesmentioning

confidence: 99%

Under threes’ play with tablets

Marsh¹,

Lahmar

Plowman

et al. 2020

Journal of Early Childhood Research

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This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth to three were undertaken in homes in order to explore in greater depth issues that emerged in the survey. The paper reports on the way in which the use of tablets promoted play and creativity across cognitive, physical social and cultural domains. The implications for policy and research are outlined.

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“…Most of the research literature on parental media monitoring has focused on middle childhood or adolescence, but infants are exposed to media from a very young age (Levine, Waite, Bowman, & Kachinsky, 2019), with mobile media use tripling between 2013 and 2017 (Rideout, 2017). The American Academy of Pediatrics (2016) policy on media and young children stresses the importance of JME with young children to facilitate positive child development for families that do choose to expose their child to screen media.…”

Section: Joint Media Engagement As a Form Of Parent-child Discoursementioning

confidence: 99%

Parent–child joint media engagement in infancy

Padilla‐Walker

Coyne

Booth

et al. 2020

Infancy

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Early conversations are an important source in shaping children's cognitive and emotional development, and it is vital to understand how parents use media as a platform to engage in conversations with their young children and what might predict the quality of these interactions. Thus, in the current study we explored the nature of parent–child discourse while engaging in media (i.e., joint media engagement) with infants, and how parent (empathic concern and responsiveness) and child (negative emotionality and regulatory capacity) variables might be associated with the quality of engagement. The current study consisted of 269 infants (50% female, Mage = 17.09 months, SD = 3.93; 59% White) and their primary caregiver (98% mothers) who engaged in a variety of in‐home tasks and parental questionnaires. Results established three meaningful codes for both parent and child that assessed positive and negative joint media engagement. Further, results suggested that parental empathic concern was associated with positive parent and child media engagement, while child negative emotionality was associated with lower levels of distraction. Discussion focuses on the importance of studying parent–child discourse in the context of joint media engagement and recommends limiting media exposure before 18 months of age.

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Mobile media use by infants and toddlers

Cited by 81 publications

References 19 publications

Executive function and screen‐based media use in preschool children

Executive function and screen‐based media use in preschool children

Under threes’ play with tablets

Parent–child joint media engagement in infancy

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