Screen media exposure in the first 2 years of life and preschool cognitive development: a longitudinal study

Supanitayanon, Sudarat; Trairatvorakul, Pon; Chonchaiya, Weerasak

doi:10.1038/s41390-020-0831-8

Cited by 56 publications

(49 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…That pSTS activity did not differ between play forms when children played with a social partner suggests that children can rehearse social perspective-taking and empathy when playing with a partner, regardless of whether that play takes the form of pretend play with dolls or creative play on a tablet. This is consistent with findings suggesting that screen-time is most beneficial for social and cognitive development when carried out interactively (e.g., Supanitayanon et al, 2020 ).…”

Section: Discussionsupporting

confidence: 91%

Exploring the Benefits of Doll Play Through Neuroscience

Hashmi

Vanderwert

Price

et al. 2020

Front. Hum. Neurosci.

View full text Add to dashboard Cite

It has long been hypothesized that pretend play is beneficial to social and cognitive development. However, there is little evidence regarding the neural regions that are active while children engage in pretend play. We examined the activation of prefrontal and posterior superior temporal sulcus (pSTS) regions using near-infrared spectroscopy while 42 4- to 8-year-old children freely played with dolls or tablet games with a social partner or by themselves. Social play activated right prefrontal regions more than solo play. Children engaged the pSTS during solo doll play but not during solo tablet play, suggesting they were rehearsing social cognitive skills more with dolls. These findings suggest social play utilizes multiple neural regions and highlight how doll play can achieve similar patterns of activation, even when children play by themselves. Doll play may provide a unique opportunity for children to practice social interactions important for developing social-emotional skills, such as empathy.

show abstract

Section: Discussionsupporting

confidence: 91%

Exploring the Benefits of Doll Play Through Neuroscience

Hashmi

Vanderwert

Price

et al. 2020

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

“…Once again, preschool teachers point out the use of technologies as the main influencer of these changes, which may be justified by several recent findings that link excessive screentime with expressive speech delays and lower language skills in young children [6,32,33]. Not only the time of exposure might influence the language development [3,8,9] but also the content of the programs or applications used.…”

Section: Discussionmentioning

confidence: 99%

“…But most of the evidence points to a negative impact on several components of child development, namely cognitive and language delays [4][5][6], difficulties in attention and self-regulation [3], and physical, nutritional, and behavioral problems [7]. However, these effects are dependent on the age of the child, the extension of the exposure, the content visualized, and the interaction between child and caregiver during the exposure [3,8,9].…”

Section: Introductionmentioning

confidence: 99%

What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

2022

View full text Add to dashboard Cite

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

show abstract

“…Exposure to screen time may be particularly exacerbated in children from lower socio-economic status families (SES, De Decker et al, 2012;De Lepeleere et al, 2018;Hoyos Cillero & Jago, 2010;Hutton et al, 2020;Kabali et al, 2015;Linebarger et al, 2013;Rideout & Robb, 2020;Supanitayanon et al, 2020). Reports suggest that 97% of children aged six months to four years from low-income backgrounds in the US used mobile devices and that most children started using them before their first birthday (Kabali et al, 2015).…”

Section: Screen Time In Early Childhoodmentioning

confidence: 99%

Young children's screen time during the first COVID-19 lockdown in 12 countries

Bergmann¹,

Dimitrova²,

Alaslani³

et al. 2021

Preprint

View full text Add to dashboard Cite

This study examined children’s screen time during the first COVID-19 lockdown in a large cohort (n=2209) of 8-to-36-month-olds sampled from 15 labs across 11 countries. Caregivers reported that young infants and toddlers with no online schooling requirements were exposed to more screen time during lockdown than before lockdown. While this was exacerbated for countries with longer lockdowns, there was no evidence that the increase in screen time during lockdown was associated with children’s demographics, e.g., age, SES. However, screen time during lockdown was negatively associated with child age and SES and positively associated with caregiver screen time and attitudes towards children’s screen time. The results highlight the impact of the COVID-19 lockdown on young children’s screen time.

show abstract

Screen media exposure in the first 2 years of life and preschool cognitive development: a longitudinal study

Cited by 56 publications

References 36 publications

Exploring the Benefits of Doll Play Through Neuroscience

Exploring the Benefits of Doll Play Through Neuroscience

What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

Young children's screen time during the first COVID-19 lockdown in 12 countries

Contact Info

Product

Resources

About