Time In Children Research Articles

Schoolyard Level Inventory for Describing the Environment: Linking High-Resolution Spatiotemporal Data to the Physical Environment to Understand Children's Physical Activity Behaviors.

Schoolyards and/or playgrounds are important settings for fostering children's social, cognitive, and physical development. Optimal schoolyard design is likely an important health-promoting and equigenic strategy, but prior research does not fully consider multiple dimensions of these spaces, such as vegetation, slopes, ground cover, and equipment. We describe the Schoolyard Level Inventory for Describing the Environment (SLIDE) a novel method to compile spatial data from multiple sources, including in-person audits (e.g., cleanliness), images (e.g., greenness), and geographic information systems (e.g., distance to road), that can be linked with children's device data. We illustrate use of SLIDE in 91 first and second graders from three elementary schools who wore an accelerometer and global positioning system (GPS) device during school recess. Multilevel linear regression was used to test associations between 22 environmental features and children's physical activity intensity and time spent (duration of play). The auditing process took two researchers ~30 min per 1000 m2 of schoolyard. Some features were consistent across schools (flatness, grass areas, views of the school), while other features varied (views of the road, covered areas, seated areas, slides, and colorful equipment). We found significant, independent, negative associations between physical activity intensity with redness and cleanliness, and positive associations with colorful equipment and distance to road. We detected significant, negative associations between time spent with greenness and fields, and a positive association with equipment condition. While many of our findings align with prior research, we note that SLIDE also provides new insights including a better understanding of the complex inter-relationships between schoolyard features and outcomes. On a larger sample of more diverse schoolyards, this would allow researchers to identify which specific features should be the focus of future schoolyard designs or renovations. SLIDE can be used to inform schoolyard design, assess greening or redesign interventions, and examine schoolyard inequalities, while accounting for complex inter-relationships between features.

Maternal asthma in pregnancy and pubertal timing in daughters and sons: a population-based cohort study.

Maternal asthma in pregnancy and pubertal timing in daughters and sons: a population-based cohort study.

Examining the effects of volunteer piano training on children

This study investigates the impact of non-professional piano education on children's focus, motivation, anxiety, emotional state, academic performance, time management, social relationships, and communication skills. Using a phenomenological design, The study group of the research consists of students aged 6-15 who are receiving piano education at Erzincan Binali Yıldırım University Continuing Education Center and private institutions offering individual music lessons. The findings revealed significant improvements across various areas. Children showed enhanced focus, better coordination, and clarity of perception. Their motivation increased, with higher self-confidence, reduced stress, and eagerness to learn. Anxiety levels decreased, and emotional well-being improved, with children experiencing greater happiness, pride, and empathy. Academically, there were gains in subjects like mathematics, science, and the arts, while time management skills improved in planning and homework completion. Socially, children demonstrated better communication, leadership, and participation in events. The study concluded that piano education positively influences cognitive, emotional, social, and academic development, recommending the integration of music education into curricula, early music education, and workshops to foster motivation, time management, and social skills. Additionally, further research on cognitive and academic improvements and training for parents and teachers were suggested.

Screen time is a predictor of cognitive function in children with attention deficit hyperactivity disorder.

Screen exposure may affect cognitive function in children with attention deficit hyperactivity disorder (ADHD). We aimed to investigate the relationship between screen time and cognitive function in children with ADHD and explore other risk factors for cognitive function. The study included 184 patients with ADHD (aged 6-16 years). Socioeconomic and demographic information was collected. We assessed the core symptoms of ADHD, intelligence quotient (IQ), cognitive function (using the Das-Naglieri cognitive assessment system [DN:CAS] Chinese version), and screen time per day. Multiple linear regression was used to evaluate the factors associated with DN:CAS subscales. A higher full IQ (p < 0.001), shorter screen time per day (p < 0.001), and higher maternal education level (p = 0.029) were predictors of better scores on the DN:CAS full scale. IQ, screen time, and maternal education are predictors of cognitive function in children and adolescents with ADHD. Hence, parents should understand the importance of controlling their children's screen time to enhance their cognitive function. IQ, screen time, and maternal education are predictors of cognitive function in children and adolescents with ADHD. Thus, parents should understand the importance of controlling their children's screen time to enhance their cognitive function. Our application of DN:CAS as a cognitive assessment tool is advantageous compared to the Wechsler intelligence test. The DN:CAS Chinese version is a theory-driven assessment kit, developed based on the PASS (planning, attention, simultaneous, and successive) theory assessing cognitive function. The PASS theory is an example of a terminal cognitive processing theory based on the view of functional regions of brain operation and cognitive psychology.

24-hour movement behaviors and cognitive ability in preschool children: A compositional and isotemporal reallocation analysis.

Research has supported the association between movement behaviors and cognitive ability in preschool children. However, most of the research has independently examined the various movement behaviors (e.g., physical activity, sedentary behavior, and sleep) without considering the dynamic composition of these behaviors in a 24-hour daily cycle. Therefore, this study aimed to explore the relationship between 24-hour movement behaviors and cognitive ability in preschool children. The participants were 191 Chinese preschool children from Zhuzhou aged 3-6 years. We measured light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and sedentary behavior (SB) using the Actigraph Accelerometers and evaluated the children's sleep time based on reports from parents and teachers. The Chinese version of the Wechsler Young Children Scale of Intelligence (C-WYCSI) was used to assess cognitive ability. Compositional analysis and isotemporal substitution were performed to examine the influence of 24-hour movement behaviors on children's cognitive ability. After controlling for demographics (e.g., age and sex), the composition of 24-hour movement behaviors was significantly associated with the verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ), and full intelligence quotient (FIQ). Importantly, preschool children demonstrated greater cognitive behavior when time in MVPA replaced that spent in LPA, SB, or sleep than when time spent in LPA, SB, and sleep replaced that spent in MVPA within the 24-hour cycle. Physical activity engaged in a 24-hour daily cycle has a significant effect on cognitive ability in preschool children, with increased MVPA and LPA being associated with higher PIQ and FIQ and increased sleep being associated with lower VIQ, PIQ, and FIQ. Replacing time in SB and LPA with MVPA is promising for children's cognitive development.

Do We Care about Preschool Children's Leisure Time? Correlations between Anxiety Symptoms and Leisure Time Allocation. Results of a Cross-Sectional Study

Children's leisure time in the Western world is changing compared to what it used to be in the previous decades. Children's involvement in organized activities and screen time use is increasing, while outdoor play, despite once being the main leisure time activity for children, is declining. Gray, Oliver and other contemporary theorists link this shift in children's lifestyles to an increase in the prevalence of anxiety disorders. This study aimed to determine whether allocating preschool children's leisure time (screen time use, organized physical activities with an adult coach and organized non-athletic activities with an adult trainer, outdoor play) is associated with differences in anxiety symptoms. Parents responded to the Greek version of the revised Preschool Anxiety Scale and provided data on allocating their children's leisure time. Data was collected from the parents of 143 preschool children (mean age 4.8 years). The allocation of children's leisure time activities was correlated with children's anxiety symptoms (Spearman correlation coefficient), while the correlations were tested using multivariable linear regression models (p &lt; 0.05). It was found that children's increased screen time use and decreased participation in organized non-athletic activities with a trainer were associated with the manifestation of symptoms of anxiety. In contrast, no correlation was found between the time spent in organized physical activities with a coach and the time spent in outdoor play with manifestations of anxiety. In conclusion, action is required to facilitate children's access to proper activities and further work is necessary to determine the safe screen use for preschool children.

Impact of parental myopia on myopia in schoolchildren and adolescents in China: A national cross-sectional survey.

Parental myopia is an important risk factor for myopia in Chinese children and adolescents. This study aimed to assess the influence of parental myopia and the severity of myopia on offspring and to evaluate whether adopting healthy lifestyles can mitigate the effects of parental myopia on offspring. This cross-sectional study analyzed data from children and adolescents aged 6-17years with complete vision assessments and parental history of myopia from six provinces in China during 2013-2014. Parental demographic information, children's outdoor activity time, sleep time, and sedentary time were collected via questionnaire. Parental myopia was classified as no myopia, paternal myopia, maternal myopia, and both. The offspring were categorized into 10 groups based on parental myopia prescription. Associations of the above factors with myopia in children and adolescents were evaluated by logistic regression analysis. Among 40,864 children and adolescents (50.3% boys and 49.7% girls), 22,537 (55.2%) were diagnosed with myopia.In comparison to offspring devoid of parental myopia, children with one parent affected by myopia exhibited odds ratio (OR) of 1.75 (95% confidence interval [CI]: 1.62-1.88) for myopia, while those with both parents affected showed OR of 2.27 (95% CI: 2.02-2.55) after adjusted for lifestyle factors. The likelihood of myopia in offspring increased with increasing severity of parental myopia, with a 3.08-fold increase in risk observed when both parents presented high myopia. Nonetheless, children adhering to two or more healthy lifestyle factors demonstrated a diminished risk of myopia when juxtaposed with those with fewer than two lifestyle factors, especially among offspring of non-myopic or mildly myopic parents. Parental myopia has a dose-dependent association with their offspring. Healthy lifestyles may reduce the impact of parental factors on myopia in offspring. The observed associations suggest that although the genetic burden of parental myopia cannot be ignored, healthy lifestyles and nurturing are also very important.

Exploring the impacts of elite youth sports on family life

ABSTRACT Purpose: This study explored the impacts of elite-level youth sport participation on family life. Methodology: In-depth semi-structured interviews were conducted with parents of youth athletes (N = 17). Findings: Parents extensively talked about the temporal demands of elite youth sports and necessity of time management. Three domains were found in parents' accounts including, children's time, parents' time, and family's time; temporal opportunities and challenges were identified within each domain. Time spent on sports was perceived positively, keeping children out of trouble and from video games/time online; however, it left no time for other activities. Although parents sacrificed their own activities to facilitate their child's sports participation, they used the practice and tournament time to engage in personal interests, such as reading or exercising. Likewise, family's time was restricted by youth sport schedules, but parents managed to turn car rides or tournament trips into quality family time. Practical implications: Findings can be used by youth sport practitioners to enhance children and parents' experiences. Research contribution: Findings contribute to the literature by assessing the impacts of elite-level youth sports participation on family life. Originality: The intricacies of how time-on task relates to parents' relationship with their child's sport have been understudied.

The relationship between problematic media use and sleep problems in preschool children: A descriptive cross-sectional study.

The relationship between problematic media use and sleep problems in preschool children: A descriptive cross-sectional study.

Impact of the COVID-19 Pandemic on Children's Physical Activity As Perceived by Their Parents.

Background Since the outbreak and global spread ofCOVID-19, countries rapidly introduced a range of preventative measures and isolation protocols to ensure safety, which ultimately led to the implementation of total lockdowns. As a result, children lost access to spaces where they typically engage in physical activity and were required to stay indoors. Objective The objective of this study is to assess the impact of the COVID-19 pandemic on children's physical activity levels and analyze the factors influencing their physical activity during this period. Methods Parents from various Emirates participated in an online survey to evaluate changes in their children's physical activity during the COVID-19 lockdown compared to the pre-lockdown period. The survey included questions about time spent on sedentary activities, general physical activity, and specific play behaviors before and during the lockdown. It also assessed the parents' own physical activity and their involvement in their children's activities. The relationships between these behaviors, as well as demographic and environmental factors, were analyzed. Results The study included 272 parents who completed an online survey about their child's physical activity during the COVID-19 lockdown. Many parents reported significant changes in their children's physical activity and screen time. Specifically, 89 (32.7%) observed a major decrease in physical activity, while 77 (28.3%) noted a minor decrease. Regarding screen time, 79 (29.0%) of parents reported a major increase, and 87 (32.0%) saw a minor increase. Key factors influencing children's physical activity were identified. Most notably, parents' own activity levels had a significant impact on their children's activity (p < 0.001). Additionally, children living in villas were more active than those living in apartments or traditional houses (p = 0.007), and UAE national children were slightly more active than non-nationals (p = 0.023). Conclusion This study demonstrated the significant impact of the COVID-19 lockdown on children's activity and emphasized the importance of parental involvement in supporting their children's activity levels. It highlights the need for increased attention during the recovery phase from this crisis and calls for the development of strategies and guidelines to prevent similar challenges in future pandemics or similar emergencies.

Relationship between screen use and internalizing/externalizing problems among preschoolers: the mediation of circadian rhythm.

Circadian disruption has been proposed as an etiological mechanism for psychopathology, yet its role in the relationship between screen use and emotional and behavioral problems remains under-investigated. This study aimed to examine the mediating effect of circadian rhythm in this relationship among young children. This cross-sectional study analyzed data from 1111 children aged 2 to 7 years recruited from six kindergartens between March 2022 and June 2024. Parents reported children's screen time and use before sleep. Parents and teachers assessed internalizing and externalizing problems using the Strengths and Difficulties Questionnaire. Circadian rhythm, including chronotype and midsleep on free days corrected for sleep debt (MSFsc), was measured using the Children's ChronoType Questionnaire. In a subsample, MSFsc was also measured using actigraphy and sleep diaries. Screen use was significantly associated with parent-reported internalizing and externalizing problems. Chronotype significantly mediated the relationships between screen use and parent-reported outcomes, whereas the results were not reproducible using MSFsc derived from survey, actigraphy and sleep diaries. The mediation of delayed circadian phase in the relationship between screen use and internalizing and externalizing problems in young children may be negligible. Future research should explore the role of other circadian parameters in this relationship. Circadian disruption has been suggested as a potential mechanism linking screen-based media exposure to psychopathology. Using a triangulation approach that combined multiple data sources-survey, actigraphy, and sleep diaries-we found that the mediating effects of delayed circadian phase in the relationships between screen use and internalizing and externalizing problems were minimal in children aged 2 to 7 years. Future research should explore alternative circadian pathways and examine the long-term developmental effects of screen use during early childhood.

Parental Supervision and Its Impact on Children's Screen Time, Behavior, and Health Outcomes in Duhok City, Iraq: A Cross-Sectional Study.

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.

The Chain Mediating Effects of Parent-Child Conflict and Screen Time on the Relationship Between Parental Phubbing and Problem Behaviors in Preschoolers.

This study aims to investigate the key factors contributing to parental phubbing behaviors (the combination of "phone" and "snubbing"), ultimately reducing behavioral problems and promoting healthy development among preschool children. Parental phubbing refers to the phenomenon where parents neglect their children due to excessive mobile device use during parent-child interactions. A questionnaire was administered to 751 parents of preschool children during 2023 using a convenience sampling methodology. Structural equation modeling was used to investigate the underlying mechanisms among parental phubbing behavior, parent-child conflict, children's screen exposure duration, and preschool children's problematic behaviors. The phenomenon of parental phubbing exhibits a medium-high level of prevalence, paralleled by medium-high levels of problematic behaviors in preschool children; Parental phubbing not only directly predicts problematic behaviors in preschool children, but also indirectly influences these behaviors through a mediating chain comprising parent-child conflict and children's screen exposure duration. However, parental phubbing behavior does not directly predict preschool children's screen exposure duration; rather, parental phubbing behavior influences children's screen time through parent-child conflict as a significant mediating factor. The phenomenon of parental phubbing behavior is concerning, suggesting that parents should pay attention to the potential hazards of media use on preschool children, improve their own media literacy, and provide appropriate media guidance to their children while accompanying them at home, so as to jointly promote the comprehensive development of preschool children.

Minding our mental health

Chloe Webster, early years practitioner and writer, shares ways practitioners can teach young children about good mental health, and practically support it in time for Children's Mental Health Week, 3rd-9th February.

The Building Blocks for Successful Hub Implementation for Migrant and Refugee Families and Their Children in the First 2000 Days of Life.

Migrant and refugee women, families, and their children can experience significant language, cultural, and psychosocial barriers to engage with child and family services. Integrated child and family health Hubs are increasingly promoted as a potential solution to address access barriers; however, there is scant literature on how to best implement them with migrant and refugee populations. Our aim was to explore with service providers and consumers the barriers, enablers, and experiences with Hubs and the resulting building blocks required for acceptable Hub implementation for migrant and refugee families. This project was undertaken in Sydney, New South Wales, in communities characterised by cultural diversity. In this qualitative study, we used semi-structured interviews guided by the consolidated framework for implementation research, with service providers from health and social services (32 participants) and migrant and refugee parents (14 parents) of children who had accessed Hubs. Our initial qualitative data themes were developed into step-by-step building blocks, representing a way to address contextual determinants to establish and sustain a Hub that can support migrant and refugee families. These include the setting-up phase activities of buy-in and partnership development, which outlines mechanisms to foster collective action and collaboration between health and social services. Following this, our orientation model articulates the need to establish Hub coordination and navigation, activities that enhance a Hub's relevance for migrant and refugee families and ongoing integration mechanisms, such as engagement of same-language general practitioners. This is the first study to explore the building blocks required for acceptable Hub implementation to meet the needs of migrant and refugee families in the first 2000 days of a child's life-a critical time to optimise child development and health. The research questions were developed based on qualitative research undertaken with Hub participants, community members, and service providers. The original investigator team had a consumer representative who has since relocated and consultation was undertaken with local Hub partner services. The researchers also consulted multicultural health services, including cultural support workers, to ensure research materials were culturally nuanced. Patients or participants have not directly been involved in the current study design. This trial was registered with the Australian New Zealand Clinical Trials (ACTRN12621001088831).

A Serious Game for the Daily Care of Autistic Children in Times of Covid-19

Autism (autism spectrum disorder – ASD) is characterized by changes in social communication, restricted interests, and repetitive behaviors. Most autistic children need different types of intervention, whether behavioral, linguistic, social, or occupational, among others. Since the emergence of the virus that caused the COVID-19 pandemic, the lives of millions of people have been drastically impacted: schools closed, commercial establishments closed, lockdown, and remote work. Children with ASD have experienced a series of changes in their lives, in addition to those mentioned, since they had their appointments reduced or canceled and, after a few months, changed in the online version. Masks became mandatory for many months until greater flexibility was obtained, which still faces ups and downs. These children had to adapt to living in a different environment than they lived in long ago. For example, wearing masks makes it difficult to understand people’s words. This project presents a serious game to train the child’s ability to understand the words now said by people wearing a face protection mask without the possibility of the visual resource of facial mimicry. Nine speech therapists and fourteen diagnostic children with ASD validated the game. The children tested the game during one of the online speech therapy sessions. Both groups answered a satisfaction questionnaire the speech therapist carried out, which was adapted to their characteristics. The evaluation results with both groups provide evidence that the game was well accepted.

The Impact of Physical Activity and Screen Time on Motor Creativity in Kindergarteners.

Motor creativity and physical activity are essential to early childhood development, impacting physical, cognitive, and socio-emotional development. This study investigates the relationships among motor creativity, motor working memory (MSTM), screen time, and physical activity (PA) in kindergarten children, focusing on the mediating roles of cognitive functions and screen time. Data were collected from 124 Arab Israeli kindergarten children through assessments of Thinking Creatively in Action and Movement (TCAM) for motor creativity and the Hand Movement Test for MSTM. Parents reported the children's screen time and days engaged in moderate-to-vigorous physical activity (MVPA). The results show significant positive associations between motor creativity and both MSTM and PA, underscoring the role of cognitive processes in creative motor expression. Linear regression and mediation analyses showed that MSTM significantly mediates the relationship between PA and motor creativity. Conversely, screen time negatively correlates with PA and motor creativity, serving as a significant mediator that restricts opportunities for physical and creative activities. This study emphasizes the bidirectional relationship between PA and motor creativity, wherein diverse physical activities stimulate creativity, and creative movements encourage active participation. The combined mediating effects of MSTM and screen time highlight the complexity of these relationships, suggesting the need for integrated interventions. The findings inform early childhood education by advocating for strategies that promote physical activity, enhance cognitive functions, and limit excessive screen time, fostering holistic development in young children.

The Simultaneous Decision-Making Process Regarding Schooling and Child Labour in Urban Households of the Zhob and Sherani Districts in Balochistan, Pakistan

This research examines the simultaneous decision-making processes regarding education and child labour within urban households in the districts of Zhob and Sherani in Baluchistan. A questionnaire was employed to collect primary data to achieve the study's objectives. The analysis was conducted using the Sequential Probit Model. The specific aims of this study include investigating the supply-side factors influencing child labour in urban settings, particularly the relationship between parental decisions (to enrol their children in "school only," "a combination of school and work," "work only," or "neither school nor work") and four categories of socio-economic variables: child characteristics (including birth order, gender, age, and education of the child), head of household characteristics (such as gender, age, education, employment status, and income of the head of the household), parental characteristics (including the education, income, and employment status of both the father and mother), and household characteristics (comprising asset ownership, per capita household expenditure, family size, and the composition of the household, specifically the number of children under five years and those aged five to fifteen). The urban child population stands at 11.7 million, representing 28 % of the total child population, with urban child labour accounting for one-eighth of rural child labour. The findings indicate that child labour in these two districts is primarily driven by low income levels and poverty. Various factors significantly influence households' decisions regarding the allocation of children's time. A key finding of the study indicates that parents tend to favour their sons' education, highlighting the presence of gender bias within the educational system. If the effect of diminishing resources per child prevails, younger siblings (those of higher birth order) are likely to receive less educational support compared to their older siblings. Consequently, older children are more inclined to engage in work-only or school-only activities, while younger children are more often involved in school-only or no school-related activities. Children from female-headed households tend to combine both schooling and work. The education and employment status of the household head and parents adversely affect child labour, whereas they positively influence child education. Additionally, the size of the household shows a positive correlation with labour involvement and a negative correlation with educational attainment for children. The presence of literate adults in the home correlates positively with school-only activities and negatively with work-only and no school-no-work activities. However, the current study indicates that a male head of household has a favourable impact on child education. Women's participation in economic activities is limited due to various socio-cultural factors, resulting in lower income levels for females, which in turn diminishes the likelihood of children from female-headed households receiving adequate educational opportunities.

Increasing parent-child play frequency via exclusively online, video-based, peer-to-peer modeling program: randomized controlled trial.

Equipping parents with play skills can foster child development. This study examined the effects of Power of Play Parent Intervention, a short, online, asynchronous, play skill enhancement program, on the frequency of total parent-child play, parents' attitude towards play, and children's screen time in Thailand. From September to December 2023, 112 parents of children aged 12-36 months from social media platforms were block-randomized into two-arm, parallel groups (56 intervention and 56waitlist control). The intervention group received a 2-to-3-min, weekly video clip for 6 weeks. Parent outcomes were measured at baseline, 6 and 10 weeks after starting the intervention. At 10 weeks, compared to control, the intervention group reported increased total parent-child play frequency (Cohen's d = 0.38, 95% Confidence interval (CI) 0.01-0.76), frequency of active physical play (standardized mean difference (SMD) 0.73 ± 1.79, p = 0.003), gentle physical play (SMD 0.643 ± 1.257, p < 0.001) and play with books (SMD 0.375 ± 0.926, p = 0.004), but not attitude and children's screen time. Succinct, online parent play skill enhancement program may be considered as a resource to promote play in time-constrained parents which still remained effective up to one month after intervention. Online play skill enhancement program utilizing modeling strategy, coupled with positive parent-child interaction promotion, effectively increased frequency and types of parent-child play. Practical play intervention can help raise parents' awareness on the different types of play and enhance the application of infrequently-used play techniques such as noisy play. This study highlights the value of prompting and educating parents about play through modeling in everyday pediatric practice.

Correction to “Parents' Separation: What Is the Effect on Parents' and Children's Time Investments?”

Correction to “Parents' Separation: What Is the Effect on Parents' and Children's Time Investments?”