Использование цифровых устройств дошкольниками

“The <em>Internet of Life</em>”

The modernization of technology today has raised concerns among parents and health professionals about its probable impact on children's sleep, vision, behavior, and school performance. This study explores the effects of digital screen use on children's health and behavior, focusing on screen time duration, parental screen use, device types, and supervision. It examines key risk factors and correlations. A descriptive study design was used to explore the impacts of digital screen usage on children's health and behavior. Parents of 580 children aged 1-12 years from Duhok City, Iraq, were included. The data were collected through online questionnaires to parents addressing demographic data, screen time, and physical and behavioral issues. IBM SPSS Statistics for Windows, Version 27.0 (2020; IBM Corp., Armonk, New York, United States) was used to analyze the variables, and a p-value < 0.05 was considered significant. A total of 580 children were involved in this study. The majority (41.6%) were aged 1-3 years, with 59.7% were male. The phone was the most commonly used (39.0%) device and 38.8% of children owned a digital device; 59.5% of parents reported moderate control over screen time, and most of them (46.4%) had secondary or institute education. Post-device use, 51% of parents reported no change in cognition, but 27.6% reported worse cognition and 41.2% noted increased nervousness. Approximately 45.9% of parents supervised screen time. Supervision did not appear to significantly influence sleep disturbances as compared to unsupervised (39.1% vs.33.1%, p=0.135). However, eye problems showed a significant correlation (66.9% vs. 76.4%, p=0.009). Younger parents (25-35 years) were more likely to monitor screen time (58.6%) compared to older parents (>36 years, 23.3%). Regression analysis confirms parents' own screen time notably predicted children's screen time (B=0.155, p<0.001). These findings highlight the importance of parental behavior in influencing children's screen habits and health outcomes. This study reveals the significant impact of parental screen time on children's digital habits and health outcomes. The findings suggest that children with supervised screen time have fewer sleep and eye problems. Younger parents are more likely to control their children's screen time, highlighting the role of parental involvement. The results highlight the need for evidence-based guidelines and increased awareness to manage screen time effectively, promoting healthier growth in children.

Introduction: A widespread intensive use of electronic devices by modern young people negatively affects their health emphasizing the importance of raising awareness of users about health risks of the uncontrolled use of gadgets and developing appropriate safety skills. High school students can get necessary information in medical institutions, at school, and at home. The objective was to study the role of parents, teachers, and healthcare professionals in forming knowledge, skills and abilities of the safe use of digital devices and related components of a healthy lifestyle in seniors. Materials and methods: In the light of the objective, a special online questionnaire-based survey was conducted in 2019 using Google Forms. It involved 200 schoolchildren in grades 9-11 (15-17 years of age), 251 parents, 389 school teachers, and 220 healthcare professionals. Results: The survey data demonstrated the lowest subjective assessment of risks of the uncontrolled use of digital devices among schoolchildren (p ≤ 0.05) and, at the same time, the highest prevalence of the considered risk factors among them. About 30% of the schoolchildren, 20% of parents and 20% of teachers underestimate behavioral risk factors of the uncontrolled use of gadgets (p ≤ 0.05). I established the leading role of parents in forming the skill of long-term screen time in young people and noted low competence of healthcare professionals in issues of the safe use of digital devices and related components of a healthy lifestyle (using devices in poor lighting, inappropriate places and positions, lacking regular breaks, underestimating risks of low physical activity and eating less than 3 meals a day). I also found that teachers, being aware of safety requirements, comply with them but do not use this experience in their professional activities. Only 65% of schoolchildren and parents and 60% of teachers (p ≤ 0.05) have skills of a safe screen use and take measures to preserve and maintain visual acuity. Conclusions: The survey revealed the importance of improving awareness of the population in issues of the safe use of digital devices, increasing the number of school subjects providing knowledge on this issue and contributing to the development of related healthy lifestyle components, and using all possible sources of transmission of relevant information.

Background: The use of digital devices (gadgets) among young children continues to increase. Recent data show that approximately 39.71% of young children in Indonesia use mobile phones. Excessive screen exposure (screen time) can suppress melatonin production by up to 99% and reduce sleep duration. In Indonesia, the prevalence of sleep disturbances among preschool children reaches 44.2%; however, research on the relationship between screen time and sleep quality in East Nusa Tenggara remains very limited. Methods: This study employed a correlational analytic design with a cross-sectional approach. A total of 70 children aged 2–5 years from the service areas of Sikumana Primary Health Center and Tarus Primary Health Center were selected using consecutive sampling. The study instruments included a screen time duration questionnaire and the Indonesian version of the Children’s Sleep Habits Questionnaire (CSHQ). Data were analyzed using the Chi-square test. Results: In total, 52.9% of children had normal screen time duration (≤60 minutes/day) and 47.1% had excessive screen time (&gt;60 minutes/day). Most participants (68.6%) had poor sleep quality based on CSHQ scores. Bivariate analysis demonstrated a statistically significant association between screen time duration and sleep quality among children aged 2–5 years (p = 0.001). Conclusion: There is an association between screen time duration and sleep quality; excessive digital media use is related to poorer sleep quality in toddlers. Parents are advised to limit children’s screen time according to recommendations to maintain healthy sleep.

Emotional behavioral problems in children are quite serious problems because they affect their development, cause disabilities, reduce their productivity and quality of life. In this digital era, the use of gadgets has become a habit and has been introduced to children since preschool age. Excessive screen time can have an impact on children&amp;apos;s sleep quality, one of which is reduced sleep duration. Excessive screen time and insufficient sleep duration are often associated with the child&amp;apos;s development process. This study aims to prove that screen time and sleep duration have a significant relationship with the incidence of emotional behavioral problems in preschool children in Denpasar City Kindergartens. This study used a cross-sectional design with an analytical method conducted during the period January 2024–March 2024 using the emotional behavior problems questionnaire. The sample size used was total sampling in the research sampling, which was 108 children. For the result mental emotional problems experienced in 38.9% subjects. The gender that experienced the most mental emotional problems was male at 52.4%. Working and highly educated mothers were more dominant in children who experienced mental emotional problems with a percentage of 69% and 78.6%. Children who experienced complications at birth were 9.5% experiencing mental emotional problems. There was a significant relationship between screen time duration (p=0.045 [PR 2.25; 95% CI 1.01-5.04]) and sleep duration (p=0.023 [PR 2.66; 95% CI 1.12-6.29]) with emotional behavioral problems in preschool children. Screen time &amp;gt;1 hour and sleep duration &amp;lt;11 hours have been shown to have a significant relationship with emotional behavioral problems in preschool-aged children.

This work was designed to identify and summarize the current comparative data between digital pleural drainage devices and traditional analog pleural drainage devices in patients undergoing pulmonary resection. Outcomes of interest were hospital length of stay (LOS), chest tube duration, healthcare costs, incidence of prolonged air leak and patient and healthcare personnel satisfaction. The PubMed and Web of Science databases were searched for randomized controlled trials (RCTs) and meta-analyses comparing outcomes between the use of digital and analog chest tube drainage devices. Fourteen RCTs and 4 meta-analyses were identified. Eight RCTs found no difference in LOS or chest tube duration while 6 RCTs found a decrease in LOS and chest tube duration with digital devices. All the meta-analyses showed decreased LOS and chest tube duration with digital devices. Six out of 8 studies that compared the incidence of prolonged air leak showed no difference between digital and analog cohorts. Two RCTs and 1 meta-analysis reported decreased costs with digital systems. Two out of 3 RCTs reported improved patient and healthcare personnel satisfaction with digital systems while 1 RCT reported no difference. While the data comparing length of stay and chest tube duration are mixed, the introduction of digital pleural drainage devices has provided a more objective assessment of air leak flow rates and potentially a more accurate assessment of the timing of air leak resolution after pulmonary resection. Further studies are needed to better delineate the cost utility and ideal scenarios for the use of digital devices.

The social situation of development largely determines the cognitive and emotional development of a child. The use of digital devices is an important part of the social situation in development of modern preschool children. By the age of 5–6, children start using digital devices independently and in various modes highlighting importance of understanding their usage patterns. A questionnaire was administered to mothers of 663 5–6-year-old children to investigate this topic. It is shown that passive screen time (time spent watching video content) is almost twice as long as active screen (time spent interactively using digital devices, for example, for videogames, communication, learning, creating). It is also shown that screen time on weekends is twice as much as on weekdays. Weekend screen time reaches three hours exceeds age norms by one hour, indicating insufficient engagement in physical activities, non-digital games, and interpersonal communication. There was no difference in screen time between boys and girls. Screen time is shown to be inversely correlated with maternal education level. It is found that less than 30% of children engage in screen time with their parents.

This study explores the relationship between the use of digital devices, English academic performance, and attention span among lower primary students. Specifically, it aims to identify how digital device use affects lower primary students’ English academic performance and examine the connection between digital device use and attention span in lower primary students. As technology has become a part of children’s daily lives, the effects on children’s academic performance and attention span have raised concerns among educators and parents. This research focuses on how the time spent on mobile devices may influence the students’ attention span and English academic performance. The study draws an overview of mobile device use among lower primary students, highlighting students’ screen time, focusing span, and English language academic performance. A questionnaire was distributed to 473 lower primary students in the Klang Valley area to collect data on their screen time, and interviews with 7 English language teachers and students’ Term 1 and Term 2 English academic results were collected. Data analysis involves statistical and thematic methods to interpret quantitative and qualitative data findings. The findings highlight the correlation between digital device usage, students’ English performance and their focus span in the classrooms. The findings will help educators and parents understand the influence of digital devices on lower primary students and offer strategies for managing screen time to enhance students’ focus spans and learning experiences.

Research suggests that the use of digital devices correlates with children's sleep duration and physical activity, and that parents' behavior infl uences their children's use of digital devices and sports activities. The relationship between parents' mediation strategies and attitudes towards digital devices and their children's use of digital devices is debated. A total of 132 parents of primary school students (91.7% female, average age 41.4, SD = 6.5) competed the questionnaire package. Of the evaluated children, 52.3% were boys, with an average age of 10.1 years (SD = 2.5). A signifi cant correlation was found between sleep duration and digital device use among girls, as well as between parents' and daughters' digital device usage time. The frequency of parents' sport activities was signifi cantly correlated with that of their children. Parents who use multiple mediation strategies, as opposed to only active mediation, have a more negative attitude towards digital device use. There was a signifi cant correlation between parents' attitude towards smart devices and the time girls spent using digital devices. Parents' habits (regarding sports and digital devices) and attitudes towards smart device use may contribute to children's health behaviors (especially for girls). However, there is no single mediation strategy that can clearly serve as a prevention regarding the time spent on digital devices.

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objective. &lt;/strong&gt;The study of the relationship between the position of parents in relation to the mental development of the child, attitudes in relation to the influence of digital devices, parenting style and screen (active and passive) time of the child. &lt;br&gt;&lt;strong&gt;Background. &lt;/strong&gt;Modern digital devices are becoming an integral part of the life of a modern child. An adult, primarily parents, becomes an intermediary between a digital device and a child. In this connection, the study of child-parent relationships, parental position, attitudes and time that the child spends interacting with digital devices (screen time) becomes relevant. &lt;br&gt;&lt;strong&gt;Study design. &lt;/strong&gt;The study is of a correlational nature. The presence and nature of the relationship is checked using a path analysis (structural equation modeling) performed in the IMB Statistics v. 23 AMOS. &lt;strong&gt;Participants. &lt;/strong&gt;The study involved 318 parents of older preschool children attending kindergartens in Moscow and the Moscow Region (237 women and 81 men, mean age 28,5 years). &lt;br&gt;&lt;strong&gt;Measurements&lt;/strong&gt;. To study the screen time of children and the attitudes of parents regarding the impact of digital devices on the development of the child, a modified methodology &amp;ldquo;Regulations for the use of gadgets&amp;rdquo; by M.V. Bortsova and S.D. Nekrasov. To study parent-child relationships, the questionnaire &amp;ldquo;Analysis of family relationships&amp;rdquo; by E.G. Eidemiller and V.V. Yustickis in the children's version (3-10 years old). To study the parental position, the questionnaire &amp;ldquo;Position of parents in relation to the mental development of children&amp;rdquo; by E.L. Porotskaya and V.F. Spiridonov. &lt;br&gt;&lt;strong&gt;Results.&lt;/strong&gt; The parents did not demonstrate any pronounced tendency to one parenting style. However, such styles as "Hyperprotection" and "Indulgence" are most common. Parents are aimed at accelerating children's development and take a moderately active position in relation to the development of preschoolers. Most parents are ambivalent about the impact of digital technologies on children, but they talk about them more often with negative connotations. Children's media activity ranges from 5,2 to 8,9 hours per week. &lt;strong&gt;Conclusions. &lt;/strong&gt;The study shows that the time an older preschooler spends in front of a screen of digital devices is associated with such characteristics of parent-child relationships as parenting style, attitudes towards the influence of digital devices, and position on the acceleration of child development. At the same time, different ways of using digital devices are associated with different characteristics of the parent-child relationship. Watching cartoons and videos (passive screen time) is associated with indulgent hyperprotection and the desire of parents to satisfy the needs of the child as much as possible. The use of applications and video games (active screen time) by a child is associated with positive expectations of parents from digital devices in the field of development and a position on the acceleration of child development.&lt;/p&gt;

Neuroprotective factors are essential to successful ageing. As such, digital device use was proposed as an easily accessible and stimulating available cognitive activity to enhance brain function. Nonetheless, there was a lack of studies inspecting the connection between digital device use and cognitive reserve, the risk of cognitive impairment, and cognition. This study aims to investigate the potential mediator and moderator of the association between digital device use, cognitive reserve, the risk of cognitive impairment, and cognition among healthy older adults. A quantitative cross-sectional study was conducted to investigate the relationship between digital device use and cognitive reserve, the risk of cognitive impairment, and cognition. A total of 210 healthy older adults were recruited through purposive sampling. The results obtained from this study revealed that there was a significant difference in cognitive reserve and cognition between healthy older adults who use a digital device for communication purpose only and who use a digital device for multiple purposes. A significant relationship was also found between cognitive reserve, the risk of cognitive impairment, and cognition. Although digital device use was found to be significantly associated with cognitive reserve and cognition, it was not significantly associated with the risk of cognitive impairment. Cognitive reserve partially mediated the relationship between digital device use and cognition, supporting the notion that cognitive reserve acts as an underlying mechanism in the relationship between digital device use and cognition. Hence, digital device use was suggested to be a good daily intervention for healthy older adults to build on their cognitive reserve and potentially protect their cognition from declining. Nevertheless, relying on digital device use alone is not sufficient, and other activities should be explored to enhance cognitive reserve among healthy older adults.

As access to digital devices has grown, children in the United States are increasingly making use of digital devices at home. This paper reports two studies with data from two samples, one collected in 2017 and one in 2022, documenting how families of elementary-aged children make use of digital devices at home to support their children’s learning in reading, writing, mathematics, and science. Of particular interest was whether parents have reported an increased use of digital devices since COVID-19. Data were collected both times via an online questionnaire, in which parents described their child’s access to devices, amount of use, subject-specific use, and their own confidence and beliefs about device use. Most children made use of digital devices to support learning, but the extent of use varied by subject. Children’s reported use of digital devices and parents’ confidence assisting their children’s learning with such devices reportedly increased from pre- to post-COVID. These findings can inform the efforts of researchers exploring the use of digital devices as a tool in the home learning environment and educators working with families already making use of these devices at home.

BackgroundChildren’s screen time has substantially increased worldwide, including in Bangladesh, especially since the pandemic, which is raising concern about its potential adverse effects on their physical, mental, and social health. Parental supervision may play a crucial role in mitigating these negative impacts. However, there is a lack of empirical evidence assessing the relationship between parental screen time supervision and health outcomes among school children in Dhaka, Bangladesh.ObjectiveWe aimed to explore the association between supervised and unsupervised screen time on the physical, mental, and social health of school-going children in Dhaka, Bangladesh.MethodsWe conducted a cross-sectional descriptive study between July 2022 and June 2024. A total of 420 children, aged 6‐14 years, were enrolled via the stratified random sampling method across three English medium and three Bangla medium schools in Dhaka. Data were collected through a semistructured questionnaire; anthropometry measurements; and the Bangla-validated Strength and Difficulties Questionnaire (SDQ), Pittsburgh Sleep Quality Index (PSQI) Scale, and Spencer Children Anxiety Scale (SCAS).ResultsA total of 234 out of 420 students (56%) used digital screen devices without parental supervision. We did not find a substantial difference in the duration of the daily mean use of digital devices among the supervised students (4.5 hours, SD 2.2 hours) and the unsupervised students (4.6 hours, SD 2.4 hours). According to the type of school, English medium school children had a mean higher screen time (5.46 hours, SD 2.32 hours) compared to Bangla medium school children (3.67 hours, SD 2.00 hours). Headache was significantly higher among the unsupervised digital screen users compared to those who used digital screens with parental supervision (175/336 students, 52.1% versus 161/336 students, 47.9%; P<.003). Moreover, students who used digital screens without parental supervision had poor quality of sleep. Behavioral problems such as conduct issues (119/420 students, 28.3%) and peer difficulties (121/420 students, 28.8%) were observed among the participants. However, when comparing supervised and unsupervised students, we found no statistically significant differences in the prevalence of these issues.ConclusionsThe findings of the study showed that the lack of screen time supervision is associated with negative health effects in children. The roles of various stakeholders, including schools, parents, policy makers, and students themselves, are crucial in developing effective guidelines for managing screen use among students. Further research is needed to demonstrate causal mechanisms; identify the best interventions; and determine the role of mediators and moderators in households, surroundings, and schools.

Introduction. Preschool children are active users of digital devices, which affects their cognitive development. The nature of these impacts has not been sufficiently studied, and there are different opinions of experts on this issue. Thus, the purpose of this article is to analyze the findings of research investigations devoted to the impact of digital devices on preschool children’s cognitive development. Materials and Methods. The authors conducted a systematic literature review of 46 full-text research articles describing the relationship between the use of digital devices (screen time and media content features) and the development of speech and mathematical skills, as well as the development of executive functions in 3-7 year-old children. The review is based on the cultural-historical approach. Results. The analysis of studies has shown that the impact of using digital devices on preschool children’s cognitive development depends on screen time, the exposure type (background TV or targeted use of digital devices), the content (educational or entertaining content), age appropriateness (age-appropriate or inappropriate content), the extent of how realistic the content is (fantasy or realistic content), the stimulus material complexity (visual or audial, black and white or color). There are also conclusions about the most relevant prospects for further research on the impact of the use of digital devices on the cognitive development of children. Conclusions. The review has indicated that long screen time negatively affects the development of speech and mathematical skills and executive functions in preschool children. The study has revealed that the content impact on cognitive development depends on the characteristics of this content. In particular, children-oriented educational content can contribute to cognitive development. Adult-oriented content can negatively affect cognitive development.

The use of digital devices among very young children is quickly spreading, although the effects of screen time on emotional and cognitive functioning are still debated. In a sample of N = 422 children and their mothers, this 4-year longitudinal study aimed to evaluate the hypothesis that the use of digital devices as smartphones and tablets at 4 years of age is related to later dysregulation symptoms and to lower academic achievements both at 6 and 8 years of age. Children’s mothers were asked whether or not their offspring had access to digital devices and what was their average screen time on a typical day. Mothers were also requested to specify whether they used to participate in their children’s activities during screen time and to report their offspring emotional/behavioral functioning. Children’s teachers were administered the Teachers Report Form including the competence part to evaluate academic achievements and possible dysregulation symptoms of their students. The Structural Equation Modeling showed that screen time at 4 years of age, the child was directly, positively and significantly associated with dysregulation and negatively associated with mathematics and literacy grades at 8 years of age of the child. These results could help orientate the guidelines for the use of digital devices by very young children.