Effects Of Screen Time Research Articles

What are the effects of screen time on emotion regulation and academic achievements? A three-wave longitudinal study on children from 4 to 8 years of age

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.

Children and Screens

Since the advent of television in the 1950s, parents, educators, researchers, and policy makers have been concerned about the effects of screen time on children's development. Then, when computers became widely used, a new wave of interest in the positive and negative effects of this new medium was generated. Within the past 15 years, the development of the smartphone and tablet has completely changed the landscape of screen time. This review examines the current state of the research regarding the relation between children (from infancy to age 8 years) and screens. Using principles from the Science of Learning as a guide, we invite content creators and researchers to create a new wave of the digital revolution, one in which we need to prompt rather than substitute for social interaction.

Abstract MP15: Television Watching in Mid-Life and Long-Term Diabetes Risk: The Atherosclerosis Risk in Communities (ARIC) Study

Background: Prolonged television watching is associated with numerous health problems. However, its long-term impact and its joint effect with other risk factors on the development of diabetes remains unclear. Methods: We conducted a prospective cohort analysis of television watching and incident diabetes using data from the Atherosclerosis Risk in Communities (ARIC) Study. We used Cox regression models and considered television watching independently and jointly with physical activity, weight status, and family history of diabetes. At baseline (1987-1989), participants self-reported frequency of television watching, leisure-time physical activity, and parental history of diabetes. Body mass index was calculated from measured weight and height and converted into weight status categories. Incident diabetes was defined as having a fasting glucose >126 mg/dL or non-fasting glucose >200 mg/dL, or self-report of a diagnosis of diabetes or diabetes medication with follow-up to 2017. Results: There were 13,127 participants without diabetes at baseline (mean age, 54, 23% black, 56% female). During 21 years of follow-up, there were 4,280 incident cases of diabetes. Compared to those who watched low levels of television, those who watched medium and high levels were more likely to develop diabetes (HRs 1.13 and 1.51, Figure ). Other risk factors combined with television watching jointly increased the risk of incident diabetes. That is, even within categories of physical activity, weight status, and family history, television watching was an independent risk factor for diabetes. Conclusion: Currently, there is substantial debate regarding the health effects of screen-time. Our study suggests prolonged television watching confers substantial long-term risk for diabetes, even in the setting of other major risk factors. Decreasing exposure to television and other screens may be an important target for diabetes prevention.

Effects of screen time and playing outside on anthropometric measures in preschool aged children.

ObjectiveIn view of the current obesity epidemic, studies focusing on the interplay of playing outside (PO), screen time (ST) and anthropometric measures in preschool age are necessary to guide evidence-based public health planning. We therefore investigated the relationship between average time spent PO and ST from the ages 3 to 6 years and anthropometric measures at 6 years of age.MethodsPO and ST of 526 children of the European Childhood Obesity Project (CHOP) were annually assessed by questionnaire from 3 until 6 years of age. Body weight, waist circumference and height were measured at 3 and 6 years of age to calculate Body-Mass-Index z-Scores (zBMI) and waist-to-height ratio (WTH). Linear, logistic and quantile regressions were used to test whether average time spent PO and ST in the 4 year period had an effect on anthropometric measures at age 6 years.ResultsLonger daily ST was associated with a higher zBMI (P = 0.002) and WTH (P = 0.001) at 6 years of age. No significant associations were found for time spent PO. Each additional hour of average ST during the 4 year period resulted in a 66% higher risk of having a zBMI score over 1 (P < 0.001) and almost twice the risk (94% higher risk) of having an zBMI score over 2 (P < 0.001) at 6 years.ConclusionsExcessive ST during preschool age is a risk factor for increased zBMI at 6 years, regardless of time spent PO. Reducing high levels of ST during preschool age, for e.g. at least 1h per week, could help preventing childhood obesity.

Effects of screen time per day on the growth of body composition and on the development of motor ability in Japanese children

Effects of screen time per day on the growth of body composition and on the development of motor ability in Japanese children

Why Children With Autism Are More at Risk for the Negative Effects of Screen Time

Why Children With Autism Are More at Risk for the Negative Effects of Screen Time

Commentary on the article: 'Adverse physiological and psychological effects of screen time on children and adolescents -- Literature review and case study' - Environmental Research 164 (2018) 149-157

Commentary on the article: 'Adverse physiological and psychological effects of screen time on children and adolescents -- Literature review and case study' - Environmental Research 164 (2018) 149-157

Mobile and interactive media use by young children: the good, the bad, and the unknown.

The use of interactive screen media such as smartphones and tablets by young children is increasing rapidly. However, research regarding the impact of this portable and instantly accessible source of screen time on learning, behavior, and family dynamics has lagged considerably behind its rate of adoption. Pediatric guidelines specifically regarding mobile device use by young children have not yet been formulated, other than recent suggestions that a limited amount of educational interactive media use may be acceptable for children aged <2 years.1 New guidance is needed because mobile media differs from television in its multiple modalities (eg, videos, games, educational apps), interactive capabilities, and near ubiquity in children’s lives. Recommendations for use by infants, toddlers, and preschool-aged children are especially crucial, because effects of screen time are potentially more pronounced in this group. The aim of this commentary is to review the existing literature, discuss future research directions, and suggest preliminary guidance for families. ### Educational Value Although well-researched television programs such as Sesame Street or Blue’s Clues can promote early academic skills in preschool-aged children, children <30 months cannot learn from television and videos as they do from real-life interactions.2 Interactive media, on the other hand, allow for contingent responses to children’s actions and thus may facilitate more retention of taught material. For example, socially contingent media (ie, with appropriate content, timing, and intensity) such as videophone apps are just as effective as real-life encounters in teaching language to 24 month olds,3 but otherwise, published research on whether infants and toddlers can learn from interactive screens is scant. Promising research suggests that interactive media such as learn-to-read apps and electronic books (e-books) may increase early literacy … Address correspondence to Jenny S. Radesky, Boston Medical Center, Vose 4, 88 E Newton St, Boston, MA 02118. E-mail: jenny.radesky{at}bmc.org

Longitudinal Effects of Screen Time and Physical Activity on Blood Pressure in Adolescents

Longitudinal Effects of Screen Time and Physical Activity on Blood Pressure in Adolescents