Technology For Children Research Articles

“Yeah, no more tantrums, whoo!”: Practices parents valued to help children transition away from screens

ObjectiveTo identify practices that were valued by parents in helping their young children to transition away from sedentary screen use. Study designThis longitudinal trial, in a community setting, involved 13 families, with children aged between 15 and 36 months. Representatives from three service organizations compiled a list of digital resources related to using technology to facilitate children's transition away from sedentary screen use that were suitable to be shared and trialed by parents and young children. During a pre-trial workshop, researchers, participants, and organization representatives collaboratively developed the intervention, which involved the delivery of selected resources by weekly email, over a 12-week period. Participants provided weekly feedback about their experiences and participated in a post-intervention semi-structured qualitative interview. Thematic analysis was used to analyze data from interviews and written feedback. ResultsParticipants reported several valued practices to facilitate their children's transition away from sedentary screen use, including those where digital technology provided strategies to assist parents in facilitating transitions, where singing and dancing potentially supported by digital technology were used to facilitate transitions, where digital technology provided ideas for transitions, and where the child's digital technology related interest was used to inspire transitions. ConclusionThe use of curated resources within a collaborative approach between researchers, service providers and families resulted in several practices families of young children found useful in facilitating transitions away from sedentary screen use.

A study on the Application of Virtual Reality Technology in Children's Rehabilitation Therapy

This article discusses the value of virtual reality (VR) technology in paediatric rehabilitation therapy, which can create immersive, interactive and imaginative virtual environments and provide children with safe and interesting therapeutic modalities to effectively improve their cognitive, motor, speech and emotional problems. The article analyses the application of VR technology in different scenarios, such as attention training, motor training, verbal expression training and emotion recognition training, and points out that the advantages of VR technology are to increase the interest of treatment, enhance the patient's participation, and achieve personalised treatment. However, VR technology also has challenges such as technical limitations, evaluation difficulties and high equipment costs. With the continuous development and improvement of the technology, VR technology is expected to overcome these challenges and play a greater role in the field of children's rehabilitation therapy, bringing hope for the rehabilitation of more children.

Longitudinal Use Patterns of Technology Subtypes During the Transition Into Early Adolescence: Results From the Adolescent Brain Cognitive Development Study

PurposeAdolescents encounter a complex digital environment, yet existing data on youth technology use rarely differentiates technology subtypes. This study maps the evolution and intricacies of youth engagement with technology subtypes. MethodsN = 11,868 participants in the Adolescent Brain Cognitive Development study followed from ages ∼9/10 to ∼13/14. We examined youths' self-reported hours per day (hr/day) of technology subtypes: TV/Movies, video games, YouTube, social media, video chat, and texting. We used descriptive statistics and multilevel logistic regression to assess cross-sectional and longitudinal use patterns of technology subtypes, agreement between child and parent reports on the child's technology use, and associations between each technology subtype and sociodemographics (child's biological sex, parent education, income, and marital status). ResultsAt age 9/10, ∼75% of youth reported minimal (<30 min/day) social technology use (social media, video chat, texting) and up to ∼1.5 hr/day of TV, video games, and YouTube. By age 13/14, TV trajectories were converging to >2 hr/day, but social technology trajectories “fanned out” into a wide range of usage rates. Child and parent reports were weakly correlated (rs range: 0.13–0.29). Using child-reported hours of technology use, increases in the subject-specific odds of using a technology >2 hr/day ranged from 25% (YouTube; 95% CI: 1.16–1.35) to 234% (social media; 95% CI: 3.14–3.55). Compared with males, females had ∼100–200% greater odds of >2 hr/day of social technologies, but ∼40–80% reduced odds of >2 hr/day of video games and YouTube. Higher parent education and income predicted significantly lower odds of >2 hr/day of use – regardless of technology subtype. DiscussionDistributions of youths' self-reported technology engagement are highly contingent on technology subtype, age, and biological sex. Future research on youth development and technology may benefit from considering youths' varied digital experiences.

Safety and Psychological Outcomes of Tandem t:Slim X2 Insulin Pump with Control-IQ Technology in Children, Adolescents, and Young Adults with Type 1 Diabetes: A Systematic Review.

The Tandem t:slim X2 insulin pump is a second-generation automated insulin delivery system with Control-IQ technology. It consists of an X2 insulin pump, an integrated Dexcom sensor, and an embedded 'Control-IQ' algorithm, which predicts glucose levels 30min in the future, adapting the programmed basal insulin rates to get glucose levels between 112.5 and 160mg/dl (8.9mmol/l). The system delivers automatic correction boluses of insulin when glucose levels are predicted to rise > 180mg/dl (10mmol/l). It has been commercially available since 2016. We reviewed the current evidence about the psychological, safety, and exercise-related outcomes of this device in children, adolescents, and young adults living with type 1 diabetes. We screened 552 papers, but only 21 manuscripts were included in this review. Fear of hypoglycemia is significantly reduced in young people with diabetes and their parents. Interestingly, diabetes-related distress is decreased; thus, the system is well accepted by the users. The sleeping quality of subjects living with diabetes and their caregivers is improved to a lesser extent as well. Despite the small number of data, this system is associated with a low rate of exercise-related hypoglycemia. Finally, evidence from the literature shows that this system is safe and effective in improving psychological personal outcomes. Even if further steps toward the fully closed loop are still mandatory, this second-generation automated insulin delivery system reduces the burden of diabetes. It properly addresses most psychological issues in children, adolescents, and young adults with type 1 diabetes mellitus; thus, it appears to be well accepted.

Inequalities in Access to Diabetes Technologies in Children with Type 1 Diabetes: A Multicenter, Cross-sectional Study from Türkiye.

To determine inequalities in access to diabetes technologies and the effect of socioeconomic factors on families with children with type 1 diabetes. In this multicenter cross-sectional study, parents of children with type 1 diabetes completed a questionnaire about household sociodemographic characteristics, latest HbA1c values, continuous glucose monitoring (CGM) and insulin pump use of children, the education and working status of parents. These characteristics were compared between technology use (only-CGM, only-pump, CGM+pump, no technology use). Among 882 families, only-CGM users, only-pump users, and CGM+pump users compared with no technology users, adjusting for age, sex, region, education levels, number of working parents, and household income. Children living in the least developed region had lower odds of having only-CGM (OR=0.20, 95%CI 0.12-0.34) and having CGM+pump (OR=0.07, 95%CI 0.03-0.22) compared with those living in the most developed region. Children with parents who had not finished high school had lower odds of having only-CGM (Mothers: OR=0.36, 95%CI 0.19-0.66; fathers: OR=0.32, 95%CI 0.18-0.60) or both CGM+pump (OR=0.27, 95%CI 0.11-0.64; fathers: OR=0.34, 95%CI 0.15-0.79) rather than no-technology compared to children whose parents has a university degree. Every $840 increase in the household income increased the odds by 5% for having only-CGM (OR=1.05, 95%CI 1.02-1.09) and CGM+pump (OR=1.05, 95%CI 1.01-1.08). Socioeconomic factors such as education, regions, and income were associated with inequality in access to technologies. The inequalities are more prominent in access to CGM while CGM had a bigger contribution to glycemic control.

Navigating Democratic Parenting Patterns in Parenting in the Digital Era

The rapid advancement of technology and access to information in the digital age has greatly impacted children, known as the digital native generation. While technology offers easy access to information and educational tools, it also presents risks such as internet addiction and exposure to harmful content. The family, especially parents, plays a crucial role in shaping children's character. Parents need to teach, guide, and protect children from the negative impacts of technology. This article delves into the concept of democratic parenting, which is considered effective in addressing these challenges. In this approach, there is an emphasis on two-way communication, allowing both parents and children to express their opinions. It focuses on setting realistic boundaries, balanced supervision, and responsible development of digital skills. This parenting style helps children learn to manage their screen time and develop healthy digital habits. Additionally, children are taught to think critically, respect diverse opinions, and become independent. Parents should familiarize themselves with their children's technology, set time limits for using digital devices, choose safe and educational content, and actively engage in their children's digital activities. With the right guidance, children can utilize technology for positive self-development, tackle technological challenges, and grow into responsible, critical, and adaptable individuals.

“I could become a white hat hacker” or “At least I am creative”: Children's technology protagonist identities and their evolution during a critical design and making project

Child Computer Interaction (CCI) research stresses the importance of nurturing children's designer and maker identities; children should be growing up as future technology protagonists, who are driving technology development and critically reflecting on it. While the importance of designer and maker skills has been emphasized in the CCI literature, studies focusing on children's identity development are scarcer. This paper starts to fill this research gap. We develop a theoretical framework on children's technology protagonist identity based on multidisciplinary literature base. Based on pre- and post-interview dataset from a long-term critical design and making project with several school-classes, we identify divergent aspects of protagonist identity among children: they position themselves variably as technology users, designers, makers, critics and activists. Different designer and maker identity trajectories are also identified. The paper contributes to CCI research on identity and CCI discourse on technology protagonists and children's technology education.

Social interactions offset the detrimental effects of digital media use on children's vocabulary.

Young children's rapid vocabulary growth during the first few years is supported by input during social interactions with caregivers and, increasingly, from digital media. However, the amount of exposure to both sources can vary substantially across socioeconomic classes, and little is known about how social interactions and digital media use together predict vocabulary in the first few years of life. The current study takes a first step toward examining whether increased social interactions with other individuals may buffer the potentially detrimental effects of digital media use on language among a socioeconomically diverse sample. 305 caregivers of children between 17 and 30-months completed questionnaires about their family demographics, their child's technology use, and the child's daily routines and social interactions. Findings suggest children who experience fewer human interactions and greater technology exposure have smaller vocabularies than their peers who socialize more and use less technology, and this disparity becomes greater as children get older. Moreover, the number of social interactions moderates the link between SES, digital media, and vocabulary such that the negative impact of digital media on vocabulary for children from low SES households can be offset with increased social interactions. Together, this suggests that increasing the amount of human interactions may serve as a protective factor for vocabulary outcomes in a world where digital media use is prominent.

Digital Technology in Children’s Safeguarding Social Work Practice in the 21st Century: A Scoping Review

Abstract Digital technology plays an increasing role in children’s safeguarding social work practice, where there is a renewed emphasis on the recording and interpretation of data via digital technology, as well as the use of technology to communicate with families and colleagues, particularly since Covid-19. This scoping review delineated extant research investigating uses of digital technology in children’s safeguarding social work practice since 2000 in order to contextualise current emerging practices. The methodology used accounted for the heterogeneity of study designs whilst maintaining a rigorous approach to searching, selection and analysis. Literature searches were conducted in August and September 2022 identifying forty-three studies. Descriptive quantitative and qualitative analyses were undertaken to outline date, location, methodology, aspect of technology investigated, and key findings of included studies. The review generated two descriptive categories which reflect the included studies: electronic information systems and digital communications. These categories subsume a range of distinct platforms and applications whilst highlighting a tendency of the included studies to separate out their focus between these specific aspects of digital technology, with limited discourse between categories. Families’ perspectives are also missing from most research identified in the review.

A Descriptive Analysis of Access to Assistive Technology in Children With Acquired Brain Injury: The Right to Assistive Devices.

Pediatric clinicians caring for children with acquired brain injury have noted that many individuals requiring assistive technology (AT) go unserved or face delays until devices are obtained, with potential adverse implications for recovery and development. In this article we map the pathways by which AT is prescribed and assess delays and barriers to access. We conducted a retrospective chart review of patients with moderate to severe brain injury admitted to Blythedale Children's Hospital over a 2-year period using a database drawn from the medical record. We identified 72 children diagnosed with brain injury requiring at least 1 device. Devices were used to improve mobility and positioning, self-care, safety, and communication, and enable access to other technologies and foster social integration. We found that 55% of devices were delivered, with most deliveries to home or the hospital's outpatient department for fitting, training, and instruction. Time to delivery ranged from 12 to 250 days with an average of 69.4 days. Twenty percent of nondeliveries were attributable to change in medical status, transfer to a skilled nursing facility, or continued inpatient status, while 31% were canceled by the family. Other nondeliveries were attributed to insurance coverage. We also found that the medical record is not designed for the longitudinal tracking of devices, indicating the need for a prospective process to document the AT trajectory. Instead of tolerating delays and denials, there should be a normative expectation that children have a right to medically necessary devices, consistent with disability law. This analysis was undertaken as a step toward formulating a prospective means of tracking AT recommendations, approvals, denials, and/or deliveries. Our findings should be understood as a promissory note toward structural reforms that are reflective of society's responsibility to better meet the needs of vulnerable children and their families.

Один из способов обучения робототехнике на базе Мобильного «Кванториума»

The article argues for the importance of additional education for adolescents in the field of technical creativity. The emphasis is on Continuing Education Centers, in particular on Children's Technology Parks “Quantoriums”. The development of an additional general educational program “LEGO Mindstorms EV3 Robotics in the Mobile Technopark” is given, which is implemented for 16 hours in the State Educational Institution “RCDOD”, Saransk. The purpose and objectives of this program, thematic planning are described, the content that students must master is revealed, and tasks for the entrance (survey), current (laboratory work), intermediate (test, project work) and final control (project) are given. The results of testing the program in various regions of the Republic of Mordovia are presented. It is concluded that the developed educational materials can help teenagers master the basics of robotics, encourage them to choose a robotics profession, and show the importance of robotics.

Enhancing caregivers self-management for their children who require medical technology: A feasibility study for the COPE-STAR intervention

PurposeTo test feasibility of the Creating Opportunities for Personal Empowerment: Symptom and Technology Management Resources intervention for caregivers of children who require medical technologies of tracheostomies and feeding tubes. Design and methodsQuasi-experimental one group design with measures at baseline and at 4 weeks. Intervention feasibility was tested from August 2019–June 2021, including recruitment, retention, and adherence, and caregiver satisfaction. Caregiver and child characteristics and outcomes were assessed. ResultsCaregivers were enrolled (n = 22) and completed (n = 16) the study. Caregivers were primarily female (n = 21), were predominately Caucasian (n = 14, 64%) followed by African-American (n = 8, 36%), and Non-Hispanic/Latino (n = 18, 82%). Feasibility indicators of recruitment (92%), retention (73%), and adherence (100%) were satisfactory. Outcome measures of management of child's chronic condition, caregiver beliefs about managing their child's symptoms and medical technology, anxiety, and depressive symptoms remained stable. Caregivers agreed that the intervention was useful, easy to use, and acceptable, and had positive feedback. ConclusionsThis is a feasible and acceptable intervention. With further development and efficacy testing, the intervention has potential for use and expansion to a larger population of caregivers of children who require medical technology. Practice implicationsChildren who require medical technology have multiple complex chronic conditions and complex care needs at home. This intensive and focused care is provided by informal caregivers who need education and resources for their child's care. This intervention addressed caregiver management of common symptoms and medical technologies of children in the home setting.

Bibliometric Analysis of Early Childhood Education Studies on The Theme of Robotic Coding From A Developmental Perspective

This study aims to analyse the reflections on robotic coding for early childhood and scanned in the Web of Sciences (WOS) database from a developmental perspective. The method of the research is bibliometric research from qualitative research designs. In this context, 70 academic publications scanned in the WOS database within the framework of the criteria determined by the researchers and dealing with robotic coding in early childhood constitute the research data sources. According to the findings obtained, 45 studies were carried out as quantitative, 11 as qualitative, 11 as mixed design, and three as design-based research. The results reveal that the activities carried out with robotic coding contribute to children's cognitive, language and socio-emotional development, as well as their computational thinking skills, collaborative working skills, analytical thinking skills, problem-solving skills and mathematics skills. However, adverse effects such as children's technology literacy and teachers' inadequacies in using robotic coding tools were also observed.

An Investigation of Processes of Children's Digital Technologies Usage from the Perspective of Digital Age Parents

The developments in digital technologies and their widespread use among children day by day bring the need to investigate the processes of children's use of digital technologies. The purpose of this study is to investigate the processes of children's digital technologies usage from the perspective of digital age parents. The phenomenology pattern is used to conduct the study. The study group consists of 15 parents, selected according to the criterion sampling. A semi-structured interview form is used as a data collection tool. Content analysis is used in the analysis of the data. It is found that the majority of parents do not find digital environments safe. Parents stated the negative effects of digital technologies on children as developing various addictions, health problems, decline in academic success, decline in face to face communication skills, moving away from real life experiences, and moving away from cultural values. The majority of parents indicated that they did not witness a negative event that their children experienced in digital environments. Another important result is that the majority of children do not seek help from their parents regarding the problems they encounter in digital environments. It is recommended that parents should create an environment of trust where their children can share their negative situations and establish a strong communication with their children.

Looking through mothers' lens on children's technology overuse, behavioral and psychosocial alterations during home confinement: future recommendations

BackgroundCOVID-19 home confinement protracted extended cohabitation and drastic changes in the children's lifestyle behaviors. During this time, mothers faced the foremost challenge to preserve their children's physical and psychological well-being. PurposeThis study aimed to investigate children's technology overuse, behavioral and psychosocial alterations during COVID-19 home confinement. MethodsA descriptive cross-sectional study was carried out in Alexandria city, Egypt. A sample of 375 mothers who had school-age children completed the Children's Behavioral and Psychosocial Changes during Home Confinement Questionnaire. FindingsMore than three-quarters of mothers reported alterations in children's behaviors related to technology overuse (76.8%). Similarly, 51.5% and 44.8% of mothers reported aggressive behaviors and alterations in children's feelings during COVID-19. Changes in eating patterns (50.7%), sleeping patterns (48.3%), physical activity (54.9%), and personal hygiene (54.4%) were also perceived as major challenges. ConclusionHome confinement related to the COVID-19 pandemic was identified as a great source of alteration in children's behaviors and psychosocial status. Children overused technology as a solely recreational outlet during confinement time. Consequently, mothers faced major challenges regarding the alteration in their children's lifestyle, technology overuse, disobedience, aggressive behaviors, feelings, and social interaction. So, COVID-19-related behavioral changes could be combated by adopting parents' guidelines. Nurses play a critical role in educating parents to keep an open channel of communication with their children. They should also remain vigilant for the changes in the regular children's lifestyles and behaviors during home confinement.

Effectiveness of an Oral Health Education Program Using a Smart Toothbrush with Quantitative Light-Induced Fluorescence Technology in Children

This randomized controlled trial aimed to educate patients and manage oral hygiene remotely via a smart toothbrush (ST) by using mobile applications and to improve oral hygiene and habits by evaluating the plaque state via images from a Q-ray cam, which is a quantitative light-induced fluorescence (QLF) digital imaging device. In total, 68 children (aged 6-12 years) were randomly divided into three groups. Group I was assigned an electro-toothbrush (ET), group II was assigned a smart toothbrush (ST), and group III used a manual toothbrush (MT). Each group used an assigned toothbrush and was checked after 1 and 3 months. Oral hygiene status was evaluated using the patient hygiene performance (PHP) index and fluorescent plaque index (FPI), which are presented in the QLF program. In addition, questionnaires on oral health behaviors and attitudes were also evaluated. There was a 0.24 decrease in the PHP index and a 1.40 decrease in the simple hygiene score three months later compared with the baseline in the ST group, with no significant difference between the three methods (p = 0.518, p = 0.626). Many group II participants said that ST helped with oral hygiene, and they were willing to use it continuously. In addition, all participants' brushing times and attitudes toward oral hygiene improved after oral hygiene education using a Q-ray cam. Therefore, the use of STs provided good dental health education and a plaque-decreasing effect to children aged 6-12 years old. Furthermore, the QLF device can be used as a useful tool for maintaining good oral hygiene in children.

Exploration of parental rewards in incentivizing children's physical activity.

The purpose of this study was to explore the prevalence, varieties, and motivations behind parent-selected incentivization for children's physical activity (PA). Parents (n=90; 30.0±8.5 years) of children (8.7±2.1 years) completed a web-based survey that included items regarding the use of PA rewards, children's moderate-to-vigorous PA (MVPA, min·week-1), access to electronic devices, and demographic characteristics. Open-ended questions were used to determine the type of activity rewarded, type of reward given, and parents' reasoning for not using PA rewards. Independent sample t-tests were used to determine differences between reward groups (reward and no reward) and parent-reported children's MVPA. Open-ended responses underwent thematic analysis. Over half (55%) of the respondents provided PA rewards. There was no difference between reward groups for MVPA. Parents reported their children having access to various technology modes, including TV, tablets, video game systems, computers, and cellphones. Most of the parents (78.2%) reported restricting their child's technology time in some capacity. Rewarded PAs were thematized as "children responsibilities", "non-sport activity", and "sport". Two themes regarding types of rewards included "tangible" and "nontangible". Two underlying themes as to why parents did not give rewards were deemed "built-in-habit" and "enjoyment". Rewarding children's PA is prevalent among this sample of parents. Substantial variety exists regarding the type of PA incentivized and the type of reward provided. Future studies should explore whether parents use reward structures and how they conceptualize nontangible, electronics-based rewards versus tangible rewards to incentivize children's PA to promote lifelong behavior.

Hearing Thresholds, Speech Recognition, and Audibility as Indicators for Modifying Intervention in Children With Hearing Aids.

The purpose of this study was to determine if traditional audiologic measures (e.g., pure-tone average, speech recognition) and audibility-based measures predict risk for spoken language delay in children who are hard of hearing (CHH) who use hearing aids (HAs). Audibility-based measures included the Speech Intelligibility Index (SII), HA use, and auditory dosage, a measure of auditory access that weighs each child's unaided and aided audibility by the average hours of HA use per day. The authors also sought to estimate values of these measures at which CHH would be at greater risk for delayed outcomes compared with a group of children with typical hearing (CTH) matched for age and socioeconomic status, potentially signaling a need to make changes to a child's hearing technology or intervention plan. The authors compared spoken language outcomes of 182 CHH and 78 CTH and evaluated relationships between language and audiologic measures (e.g., aided SII) in CHH using generalized additive models. They used these models to identify values associated with falling below CTH (by > 1.5 SDs from the mean) on language assessments, putting CHH at risk for language delay. Risk for language delay was associated with aided speech recognition in noise performance (<59% phonemes correct, 95% confidence interval [55%, 62%]), aided Speech Intelligibility Index (SII < 0.61, 95% confidence internal [.53,.68]), and auditory dosage (dosage < 6.0, 95% confidence internal [5.3, 6.7]) in CHH. The level of speech recognition in quiet, unaided pure-tone average, and unaided SII that placed children at risk for language delay could not be determined due to imprecise estimates with broad confidence intervals. Results support using aided SII, aided speech recognition in noise measures, and auditory dosage as tools to facilitate clinical decision-making, such as deciding whether changes to a child's hearing technology are warranted. Values identified in this article can complement other metrics (e.g., unaided hearing thresholds, aided speech recognition testing, language assessment) when considering changes to intervention, such as adding language supports, making HA adjustments, or referring for cochlear implant candidacy evaluation.

Parental Perceptions of Child's Play in the Post-Digital Era: Parents' Dilemma with Digital Formats Informing the Kindergarten Curriculum.

Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child's early years can present conflict with parents, as the societal and economic demands of digitalized society for a child's digital technology use are in dissonance with guidelines and recommendations of health organizations that caution against preschool children's technology use. Kindergarten curricular reform in Slovenia was conducted in the 1990s. In this period, the use of digital learning technology and digital play for the development of children learning predispositions and early literacy was already recognized. At the time of curriculum design, it integrated some elements of digital learning technology. Now, 30 years after the design of the new curriculum, we are facing the post-digital era. Learning technology in the early years is a matter of partnership with parents; accordingly, this descriptive survey study includes a non-randomized sample of 306 parents. We are considering how child's play is structured in the primary environment and how parents perceive digital technology in the current post-digital age of seamless, digitally saturated social practices. Parents are aware of the risks of technology and of its benefits for learning. The findings show correlations between a child's digital screen technology use and parents' attitudes and perceptions of digital play. Parents that offer digital screen technology to a child have less agreeable attitudes regarding its possible risks to a child.

Bedtime parenting practices and sensitivity are associated with young children’s sleep.

Previous research has utilized naturalistic observations of parent-child interactions at bedtime to identify constellations of specific parenting behaviors and qualities that predict better infant nighttime sleep. Little work, however, has naturalistically examined associations between aspects of bedtime parenting and nighttime sleep among young children. The present study assessed observed parenting practices and sensitivity in the context of bedtime as predictors of 3-6-year-olds' sleep. Participants were 51 children (53% boys; 80% White, 18% biracial, 2% Black) and their families. Trained raters coded video recordings of bedtime for parenting practices (parental presence, contact, quiet activities; children's technology use) and sensitivity. Children's nighttime sleep (minutes, efficiency) was assessed across seven nights using actigraphy. Partial correlation analyses controlling for child and family demographics showed that more quiet activities, greater parenting sensitivity, and less child technology use at bedtime were associated with longer and more efficient sleep. There were also several significant interactions. Longer parental presence and contact at bedtime were associated with better sleep (minutes, efficiency) for children who experienced high but not low parenting sensitivity. Lower child technology use in combination with higher parental presence was also associated with longer and more efficient child sleep. The findings illuminate aspects of the bedtime context that may promote emotional security and reduce physiological and cognitive arousal in young children. These naturalistic observations may readily translate into intervention programming targeting improvement in young children's sleep. (PsycInfo Database Record (c) 2022 APA, all rights reserved).