Associations between screen time and cognitive development in preschoolers

2021 ◽  
Author(s):  
Zhiguang Zhang ◽  
Kristi B Adamo ◽  
Nancy Ogden ◽  
Gary S Goldfield ◽  
Anthony D Okely ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Development ◽  
Video Game ◽  
Computer Games ◽  
Mixed Models ◽  
Screen Time ◽  
Early Years ◽  
Expressive Vocabulary ◽  
Cross Sectional ◽  
Television Time

Abstract Objectives To examine the cross-sectional associations between screen time and cognitive development in preschoolers. Methods Participants were 97 preschoolers (36 to 60 months) in Alberta and Ontario, Canada in the supporting Healthy physical AcTive Childcare setting (HATCH) study. The time that children spent watching television, videos or DVDs (television time) or playing video or computer games (video game time) on a television, computer, or portable device was assessed using a parental questionnaire. Television time and video game time were summed to calculate total screen time. Adherence to the screen time recommendation (≤1 hour/day) of the Canadian 24-Hour Movement Guidelines was calculated. Expressive vocabulary and working memory were assessed using the Early Years Toolbox. Due to the distribution of working memory, it was categorized as a binary variable based on the median score. The associations between screen time and cognitive development were examined using mixed models (expressive vocabulary) or generalized mixed models (working memory). Results Screen time was not associated with expressive vocabulary. Preschoolers who had higher total screen time were less likely to have better working memory (OR=0.52; 95%CI:0.31, 0.88), despite the null associations for television time (P=0.155) and video game time (P=0.079). Preschoolers who met the screen time recommendation were more likely to have higher working memory capacity (OR=3.48; 95%CI:1.06, 11.47), compared to those who did not meet the recommendation. Conclusion Limiting total screen time to no more than one hour per day may facilitate working memory development in preschoolers. Screen time may be unrelated to expressive language development in this age group.

scholarly journals The Association Between Sedentary Screen Time, Non-screen-based Sedentary Time, and Overweight in Chinese Preschool Children: A Cross-Sectional Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Rui Hu ◽  
Hui Zheng ◽  
Congchao Lu
Keyword(s):  
Screen Time ◽  
Sedentary Time ◽  
Cross Sectional Study ◽  
Overweight And Obesity ◽  
Early Years ◽  
Healthy Children ◽  
Healthy Weight ◽  
Sedentary Behaviors ◽  
Sectional Study ◽  
Cross Sectional

Introduction: Less is known about the effects of the different domains of sedentary behaviors on healthy weight in young children. This cross-sectional study examined the association between sedentary screen time (SST), non-screen-based sedentary time (NSST), and overweight (and obesity) in Chinese preschoolers.Methods: Data were collected from the Physical Activity and Health in Tianjin Chinese Children study (PATH-CC), involving healthy children 3–6 years old and their families. Children's overweight status was classified according to the international (IOTF) childhood BMI cut-offs. SST and NSST were reported in minutes/day by parents using the leisure-time sedentary behaviors questionnaire. Logistic regression models adjusted by sex, age, socioeconomic status, outdoor play, and sleep duration were used.Results: In a total of 971 children (55.4% boys), 11.8% were overweight. Generally, children spent 1 h/day in SST and 1 h/day in NSST. Multiple models showed that children who spent more time in SST were more likely to be overweight [OR and 95% CI: 1.22 (1.03–1.45)]. No correlation between time spent on NSST and children with overweight was found (P > 0.05).Conclusions: This study indicated that children who spent more time in SST were more likely to be overweight, but a null correlation between NSST and overweight was found. Longitudinal studies designed to identify associations between exposures to screen media and changes in metabolic parameters during a child's early years are needed.

scholarly journals The Longitudinal Relationship Between Screen Time, Sleep and a Diagnosis of Attention-Deficit/Hyperactivity Disorder in Childhood

2020 ◽  
pp. 108705472095389
Author(s):  
Birgit Levelink ◽  
Marjolein van der Vlegel ◽  
Monique Mommers ◽  
Jessica Gubbels ◽  
Edward Dompeling ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Early Childhood ◽  
Attention Deficit ◽  
Screen Time ◽  
Linear Regression Analysis ◽  
Estimating Equation ◽  
Birth Cohort Study ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Television Time

Objective: To evaluate longitudinal associations between recreational screen time and sleep in early childhood, and attention-deficit/hyperactivity disorder (ADHD) at age 8 to 10 years. Method: Questionnaires from 2,768 mother-child pairs from the Dutch KOALA Birth Cohort Study were used. General estimating equation logistic regression analyses examined associations between screen time and sleep at age 2, 4, and 6, and ADHD at age 8 to 10. Linear regression analysis examined associations between television time, sleep and CBCL/2-3 scores at age 2. Results: Longitudinally, neither screen time nor sleep were associated with ADHD. Cross-sectionally, CBCL/2-3 externalizing symptom scores increased by 0.03 with every hour television time (95% CI 0.002–0.05) and increased by 0.02 per hour of less sleep (95% CI −0.03–−0.01). Conclusion: Despite an association with externalizing symptoms at age 2, screen time and sleep in early childhood were not associated with ADHD. Carefulness is warranted when extrapolating cross-sectional associations at early age to an ADHD diagnosis.

scholarly journals Association of screen time with parent-reported cognitive delay in preschool children of Kerala, India

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jijo Joseph John ◽  
Reny Joseph ◽  
Alice David ◽  
Ann Bejoy ◽  
Kalyan Varghese George ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Screen Time ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Cognitive Delay ◽  
Meal Time ◽  
Study Participants ◽  
Self Administered Questionnaire ◽  
Screen Use

Abstract 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.

Evolving Structure of Descriptive Texts and Learners’ Abilities

2019 ◽  
Vol 51 (3) ◽  
pp. 293-314
Author(s):  
Liliana Tolchinsky
Keyword(s):  
Working Memory ◽  
Elementary School ◽  
Cognitive Skills ◽  
Early Years ◽  
Discourse Structure ◽  
Developmental Changes ◽  
Cross Sectional ◽  
Good Working ◽  
Base Level ◽  
Descriptive Writing

Learning to compose texts adequate for different purposes is crucial for becoming literate. We examined developmental changes in the rhetorical structure of written texts produced by Spanish children throughout the early years of elementary school in the light of descriptive writing purposes. Children had also performed tasks to test transcription, reading, cognitive skills, oral vocabulary, and discourse structure. Cross-sectional and longitudinal results show that the structure of the texts evolves from describing qualities to building a descriptive schema in which the described entity is introduced, qualities are justified, and a generalization is drawn from previously provided details. The ability to produce a self-sustained discourse, the ability to handle meaning relation among words, and a good working memory explained differences at a base level, whereas a higher command of spelling explained developmental changes in the structure of the text.

scholarly journals Physical activity and sedentary behaviour in European children: the IDEFICS study

2013 ◽  
Vol 17 (10) ◽  
pp. 2295-2306 ◽  
Author(s):  
Alba Ma Santaliestra-Pasías ◽  
Theodora Mouratidou ◽  
Vera Verbestel ◽  
Karin Bammann ◽  
Dénes Molnar ◽  
...  
Keyword(s):  
Physical Activity ◽  
Computer Games ◽  
Screen Time ◽  
Personal Space ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Video Viewing ◽  
Sports Club ◽  
Digital Video Disk ◽  
Club Membership

AbstractObjectiveTo estimate the prevalence of physical activity and sedentary behaviours in European children, and to evaluate the relationship between media availability in personal space and physical activity in relation to total screen time.DesignData from the baseline IDEFICS (Identification and prevention of dietary- and lifestyle-induced health effects in children and infants) cross-sectional survey. Information on hours of television/digital video disk/video viewing and computer/games-console use (weekday and weekend days), media device availability in personal space, sports club membership, hours of active organized play and commuting (to and from school) were assessed via a self-reported parental questionnaire. Total screen time was defined as the sum of daily media use and subsequently dichotomized into meeting or not meeting the guidelines of the American Academy of Pediatrics.SettingEight survey centres (Italy, Estonia, Cyprus, Belgium, Sweden, Germany, Hungary and Spain).SubjectsChildren (n 15 330; 51 % males) aged 2–10 years.ResultsPercentage of children engaged in total screen time for >2 h/d was higher on weekend days (52 % v. 20 % on weekdays) and in the older group (71 % in males; 57 % in females), varying by country. Children with a television set in their bedroom were more likely not to meet the screen time recommendations (OR = 1·54; 95 % CI 1·60, 1·74).ConclusionsApproximately a third of the children failed to meet current screen time recommendations. Availability of a television set in personal space increased the risk of excess total screen time. This information could be used to identify potential targets for public health promotion actions of young population groups.

scholarly journals Measuring Physical Inactivity: Do Current Measures Provide an Accurate View of “Sedentary” Video Game Time?

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Simon Fullerton ◽  
Anne W. Taylor ◽  
Eleonora Dal Grande ◽  
Narelle Berry
Keyword(s):  
Physical Activity ◽  
Video Games ◽  
Socioeconomic Factors ◽  
Video Game ◽  
Screen Time ◽  
Physical Inactivity ◽  
Telephone Survey ◽  
South Australia ◽  
Moderate Physical Activity ◽  
Cross Sectional

Background. Measures of screen time are often used to assess sedentary behaviour. Participation in activity-based video games (exergames) can contribute to estimates of screen time, as current practices of measuring it do not consider the growing evidence that playing exergames can provide light to moderate levels of physical activity. This study aimed to determine what proportion of time spent playing video games was actually spent playing exergames.Methods. Data were collected via a cross-sectional telephone survey in South Australia. Participants aged 18 years and above (n=2026) were asked about their video game habits, as well as demographic and socioeconomic factors. In cases where children were in the household, the video game habits of a randomly selected child were also questioned.Results. Overall, 31.3% of adults and 79.9% of children spend at least some time playing video games. Of these, 24.1% of adults and 42.1% of children play exergames, with these types of games accounting for a third of all time that adults spend playing video games and nearly 20% of children’s video game time.Conclusions. A substantial proportion of time that would usually be classified as “sedentary” may actually be spent participating in light to moderate physical activity.

Association between screen-time and school performance of secondary school children in Karachi, Pakistan

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711689
Author(s):  
Kashan Niazi
Keyword(s):  
School Performance ◽  
Video Game ◽  
Screen Time ◽  
Population Based ◽  
Self Report ◽  
Cross Sectional Survey ◽  
Government Schools ◽  
Cross Sectional ◽  
Television Content ◽  
Ordinal Logistic Regression Analysis

BackgroundElectronic media are playing a negative role in people’s lives and yet people are unaware of the hazardous effect.AimTo show that screen-time of >1 hour had detrimental associations with school performance.MethodA population-based, cross-sectional survey of 363 students, mean age 14.2 years (grades 5–8), from both government and private-sector schools in Karachi was conducted. A total of 363 students (210 males [57.9%] and 153 females [42.1%]) were included in the study. Of these students, 193 (53.2%) belonged to government schools and 173 (46.8%) to private schools. A questionnaire form was filled in. Weekday, weekend television, and video game screen-time was looked at. The main outcome was self-report of school performance (grades A, B, and C). Ordinal logistic regression analysis was used to test the independent effects of each variable, adjusting for demographics, child personality, and parenting style.ResultsTelevision content measurement showed that 69 (19%) students watched sports channels regularly while 30 (8.3%) and 3 (0.8%) watched educational and action programmes, respectively. The viewers of entertainment TV programmes (268 [73.8%]) and news programmes (159 [43.8%]) were in the majority. In terms of school grades, 154 students (42.4%) attained grade A, 180 students (49.6%) scored grade B, and 29 (8%) obtained grade C. Data showed no association between increased screen-time of ≤1 hour (weekdays as well as weekends) with poor school performance (P=0.46 and P=0.58, respectively).ConclusionScreen-time of ≤1 hour does not have any detrimental associations with poor school performance.

scholarly journals Sedentary behavior based on screen time: prevalence and associated sociodemographic factors in adolescents

2017 ◽  
Vol 22 (12) ◽  
pp. 4061-4072 ◽  
Author(s):  
Gabriel Renaldo de Sousa ◽  
Diego Augusto Santos Silva
Keyword(s):  
Sedentary Behavior ◽  
Video Game ◽  
Screen Time ◽  
Skin Color ◽  
Binary Logistic Regression ◽  
Epidemiological Survey ◽  
Sociodemographic Factors ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Behavior Based

Abstract The aim of this study to estimate the prevalence of sedentary behavior based on screen time (≥ 2-hour day) and to identify the association with sociodemographic factors among adolescents in a city in southern Brazil. This is an epidemiological survey of school-based cross-sectional study with students aged 14-19 years in the city of São José/SC - Brazil. Self-administered questionnaire was used, containing information sociodemographic, level of physical activity and about screen time. Descriptive statistics were performed, and odds ratios were estimated using binary logistic regression and 95% confidence level. The prevalence of excess screen time was 86.37% followed by computer use (55.24%), TV use (51.56%) and Videogame use (15.35%). Boys had higher prevalence of excessive video game use. Those of skin color different from white and mothers who studied less than eight years were more likely to watch too much TV, and those of low economic level were more likely of having excessive screen time. Girls of skin color different from white were more likely to watch too much TV, and those aged 14-16 years were more likely to have videogame use time and total time screen above recommended.

Computer Games as a New Arena for IST Research

2011 ◽  
pp. 395-408 ◽  
Author(s):  
Justin Marquis
Keyword(s):  
Video Games ◽  
Video Game ◽  
Computer Games ◽  
Research Agenda ◽  
New Technology ◽  
Early Years ◽  
Instructional Systems ◽  
Wide Range ◽  
Instructional Use ◽  
Game Industry

Since the introduction of popular video games such as Space Invaders and Pac Man, in the 1980’s the video game industry has grown to immense proportions. However, unlike film or television in their early years, there has been very little research into the instructional applications of computer games. What is most surprising about the lack of research into the instructional use of computer games, particularly by instructional systems technology (IST) professionals, is the fact that this is traditionally a field that has always embraced cutting edge technology and pursued a wide range of research interests. It is proposed here that the IST field to give serious consideration to the educational use of computer games and establish a research agenda to provide support to those practitioners in the field attempting to utilize this new technology.

Is Screen Time Throughout Adolescence Related to ADHD? Findings from 1993 Pelotas (Brazil) Birth Cohort Study

2021 ◽  
pp. 108705472199755
Author(s):  
Pedro San Martin Soares ◽  
Paula Duarte de Oliveira ◽  
Fernando César Wehrmeister ◽  
Ana Maria Baptista Menezes ◽  
Helen Gonçalves
Keyword(s):  
Cohort Study ◽  
Birth Cohort ◽  
Video Game ◽  
Attention Deficit Disorder ◽  
Screen Time ◽  
Computer Time ◽  
Birth Cohort Study ◽  
Adhd Symptoms ◽  
Television Time ◽  
Time Variables

Objective: This study investigated the association between screen time in adolescence and Attention Deficit Disorder (ADHD) at 22 years old. Method: A sample of 2333 participants aged 11 years old without ADHD from the 1993 Pelotas Birth Cohort Study (Brazil) was followed up until the age of 22. Screen time variables included time spent in television, video game and computer at 11, 15, and 18 years old. ADHD was assessed at 22 years. Results: ADHD symptoms at 22 years was positively associated with television time at 11 years, computer time at 18 years and total screen time at ages 11, 15, and 18 years. Television time at 11 years and total screen time at 18 years were associated with diagnosis of ADHD at 22 years of age. Conclusions: Our findings may contribute to future investigations of possible explanatory avenues for these associations.

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