Relationships Among Preschoolers’ Smartphone Addiction Tendency, Their Problem Behaviors, and Parenting Efficacy of Their Mothers

Lee, Hyun-Joo; Chae, Sun‐Mi; Bang, Kyung‐Sook; Choi, Heeseung

doi:10.4094/chnr.2015.21.2.107

Cited by 12 publications

(8 citation statements)

References 11 publications

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“…The timing of device use (e.g., whether they were used around bedtime) was measured in one sample (Beyens & Nathanson, 2019;Nathanson & Beyens, 2018a, 2018b. Five studies measured parental perceptions of excessive or problematic use by young children, using various terminology including smartphone addiction proneness (Cho & Lee, 2017), addiction tendency (Lee et al, 2015), over-dependency (Lee & Park, 2018), and immersion tendency (Kim & Hwang, 2017). One study (Hutton et al, 2020) only reported whether a child had access to their own mobile device.…”

Section: Smartphone Tablet and Child-factor Measurementmentioning

confidence: 99%

Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis

Mallawaarachchi

Anglim

Hooley

et al. 2022

Early Childhood Research Quarterly

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The current study provides the first systematic review and meta-analysis of the associations of smartphone and tablet use with psychosocial, cognitive, and sleep-related factors in early childhood development. The meta-analysis aimed to provide an overall assessment of the evidence while the systematic review offered a rich overview of the methodological approaches adopted to assess these associations. Studies were included in the review if they examined the association of smartphone or tablet use with a measure of psychosocial development, cognitive development, or sleep in toddlers or preschoolers. Out of 1050 articles that were initially identified, 26 studies were included in the final sample of the systematic review, of which 19 were included in the meta-analysis. Data were screened, extracted, and synthesized according to PRISMA guidelines. A random-effects meta-analysis of correlations found a significant yet weak association of increased smartphone and tablet use with poorer overall child developmental factors.Additionally, a similar but stronger association was found between parental perceptions of problematic device use and poorer overall child factors. Meta-correlations with device use were significant for sleep, but not for psychosocial and cognitive factors. Overall, the results suggest that longitudinal cohort and experimental investigations would elucidate more causal relationships of child factors with smartphone and tablet use. Employing multiple methods of screen-use assessment, and considering the multiple levels of proximal and distal influences on child smartphone and tablet use, would also be useful. Adopting more rigorous research practices in the future, will facilitate deeper insights into the potential developmental implications of smartphone and tablet use in early childhood.

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Section: Smartphone Tablet and Child-factor Measurementmentioning

confidence: 99%

Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis

Mallawaarachchi

Anglim

Hooley

et al. 2022

Early Childhood Research Quarterly

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“…Visual plays, i.e., playing games and watching video, on the phone are static, isolated plays. They prevent children from engaging with other children and isolate them from relationships (Lee et al, 2015). Such type of play does not stimulate children's imagination.…”

Section: Introductionmentioning

confidence: 99%

An Arts-based research on group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era

Park¹,

Jo²,

Jung³

2021

JSST

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The purpose of this study is to find a clue of psychological intervention in group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era. Art is a process of expressing imagination, and it is in line with the fact that play is a symbolic and creative activity. Therefore, it can be said that children's imaginary play scenes and imaginary stories appearing in sandplay therapy are a form of art. Sandplay enables non-verbal expression, and the unconscious contents expressed by children are useful in understanding children's emotions. In this process, the researcher understands the client through imagination which is the intersubjective method and experiences an accepting relationship where healing and change occur. However, previous studies have limitations in that they approached children's dependence on the Internet and smartphones based on language. Therefore, these researchers conducted an arts-based study from an analytical psychology perspective to understand the experiences of children in local children's centers who are overly dependent on the Internet and smartphones through the group sandplay therapy process. To this end, co-researchers attending the doctoral program in child counseling and psychotherapy have categorized and discussed four themes: ‘wanting to be loved’, ‘suffering from anxiety’, ‘tolerating being alone/not communicating’, ‘trying to protect oneself’. Finally, it was intended to alleviate the psychological difficulties of children in local children's centers who are overly dependent on internet and smartphones, and to provide an open method for resolving the Internet and smartphone dependence phenomenon.

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“…Moreover, an increase in the duration of smartphone use increased the odds of being in the risk group by 3.15 times. Although there is a slight difference in the duration range of smartphone use, the risk of addiction was also significant in other studies [5,6,11]. In particular, using a smartphone for more than an average of 30 minutes per day significantly increased the risk of smartphone dependence or addiction, and the risk increased linearly with the duration of use [5,11].…”

Section: Discussionmentioning

confidence: 91%

“…Although there is a slight difference in the duration range of smartphone use, the risk of addiction was also significant in other studies [5,6,11]. In particular, using a smartphone for more than an average of 30 minutes per day significantly increased the risk of smartphone dependence or addiction, and the risk increased linearly with the duration of use [5,11]. These findings show that an excessive increase in the duration of smartphone use in preschool-age children's daily lives may be the most important variable for addiction risk.…”

Section: Discussionmentioning

confidence: 92%

“…This period corresponds to the preschool stage of development. Preschool children still spend much of their time with their primary caregiver, mostly parents, many of whom around the world use smartphones as a part of their children's education and play [5][6][7][8]11]. Education is generally viewed as being one of the main benefits of using smartphones [12], and parents of young children also appreciate the ability to use it for their children's education and safety from outside stranger dangers [13].…”

Section: Introductionmentioning

confidence: 99%

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Factors associated with smartphone addiction risk in preschool children

Park¹

2019

Preprint

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Background This study aimed to identify the factors associated with smartphone addiction risk among preschool children. Thus far, little is known about these factors in younger children compared to older children or adolescents, although the age at first use of a smartphone is decreasing. Methods A cross-sectional study design was used. Data were obtained from the nationwide survey on smartphone overdependence conducted in 2017 in South Korea by the Ministry of Science and ICT and the National Information Society Agency. Data from 1,378 preschool children were analysed using binominal logistic regression analysis. This study complied with the Strengthening the Reporting of Observational Studies in Epidemiology. Results Of the samples, 17.1% showed a risk of smartphone addiction. The odds of high risk for smartphone addiction increased with the duration of smartphone use during the week and the frequency of smartphone use over the weekend. Using smartphones to watch TV shows and videos significantly increased the odds of smartphone addiction risk, whereas using smartphones for education and games did not. Conclusions The findings of the present study showed that, similar to children in other age groups, preschool children were also exposed to the risk of smartphone addiction. To reduce smartphone addiction risk in these children, parents should be aware of their risk of smartphone addiction and consider allowing their children less than 30 minutes of smartphone use during the week and more opportunities for physical activities especially over the weekend. Our findings also suggested that parent-centred education needs to be provided to correct parents’ perceptions. Information on smartphone addiction should be provided to parents along with an explanation that children’s smartphone use for educational purposes is beneficial; however, its use for the parents’ convenience or other purposes was not.

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Relationships Among Preschoolers’ Smartphone Addiction Tendency, Their Problem Behaviors, and Parenting Efficacy of Their Mothers

Cited by 12 publications

References 11 publications

Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis

Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis

An Arts-based research on group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era

Factors associated with smartphone addiction risk in preschool children

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