Time In Children Research Articles

The impact of parents' physical activity goals and parental attitudes on physical activity during leisure time among children in middle childhood.

Parents' supportiveness and health-promoting habits significantly affect the intensity of children's physical activity (PA) and the involvement of parents in their engagement in PA; in this domain, both the hours devoted to PA and PA goals can be assessed. The family plays an important role in shaping the physical and social organization of the environment for children aged 4-6 years. A total of 680 families with 5-year-old children (330 girls, 350 boys) took part in the study. Data were collected from these participants, who were recruited from preschools and primary schools in the Pomeranian region of Poland. The aim of this study was to determine whether the involvement of parents in PA mediates the influence of parental attitudes on the ways in which their children spend their leisure time. The results showed that not all parental attitudes had direct impact on children's leisure time in PA and outside PA. Other aspects parental attitude had no significant impact on offspring's free time. Among fathers, only four aspects of parental attitude (namely, acceptance-rejection, inconsistency, autonomy, and overprotectiveness) had an impact on PA goals. Mothers' goals were influenced by the strength of a larger number of aspects of attitude (namely, acceptance-rejection, autonomy, inconsistency, over-demandingness, and overprotectiveness). Similarly, the strength of mothers' and fathers' acceptance-rejection attitudes, attitudes of autonomy, and overprotectiveness had an impact on their PA goals but were not directly linked to their children's leisure-time engagement in PA. Not all parental attitudes have a direct impact on children's PA or non-PA leisure time. However, the goals of PA parents have been recognized influence the leisure time of children in PA and outside PA. The most statistically significant relationship for both mothers and fathers was between parental attitudes and PA goals. Parental attitudes do not play a significant role in explaining involvement in PA or lack of it in leisure time among 5-year-old children.

Making something out of nothing! Creating art using recycled materials in early years

Art Specialist, Priyanka Rana, discusses the importance of giving little children the opportunity to develop their creative skills as well as learn about sustainability and environmental concerns in an age appropriate way, in time for Children's Art Week from the end of June into July. Priyanka shares ideas for how settings can easily take part without spending lots of money on art supplies.

Strategy of Conserving Karawitan in Studio Seni Lombang Sarwi Tuwel Village, Tegal Regency

Studio Seni Lombang Sarwi which is located in Tuwel Village, is unique in that it has musical lessons specifically or targeted at teenagers in the village. This activity is of course as a filler for children's free time so that it is used for useful activities compared to playing gadgets and without parental supervision, it will have a negative impact. In this thesis research, researchers used a phenomenological approach and used qualitative methods. Data collection is done through observation, interviews and documentation. In the data validity technique using the triangulation technique. The results of this research are the preservation strategy used, namely by using staging media and media. Based on the results of the research and discussion related to the strategy for preserving karawitan of studio Lombang Sarwi, the following conclusions can be drawn: the strategy used by the Lombang Sarwi in the effort to preserve musical instruments is by using staging media and through visits. Through a musical performance played by teenagers, it will attract the interest of their friends to participate in playing karawitan music, this is because those who watch the performance of their friends feel motivated to be able to do the same thing. In addition to encouragement from the teenage audience, parents who have children will also be motivated because they are motivated so that their children can also have positive activities, so they advise their children to fill their free time to learn karawitan music at the Lombang Sarwi. Then by providing the best presentation when there is a visit, it is hoped that it can make the visitors interested and the most important thing is to give the impression of an interesting experience during a visit to the Lombang Sarwi Art Studio. That way the visitors after leaving the studio will bring this impression to the wider community and share their experiences during a visit to the Studio Seni Lombang Sarwi.

Social connectedness at the playground before and after COVID-19 school closure

Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. Upon school reopening, findings from sensors and peer nominations indicated increases in children's interaction time, network diversity and network centrality. Group observations indicated a decrease in no-play social interactions and an increase in children's involvement in social play. Explorative analyses did not reveal relations between changes in peer connectedness and pre-lockdown levels of peer connectedness or social contact during the lockdown period. Findings pointed at the role of recess in contributing to children's social well-being and the importance of attending to their social needs upon reopening.

Mind-mindedness in a high-risk sample: Differential benefits for developmental outcomes based on child maltreatment.

Mind-mindedness is associated with positive developmental outcomes. However, much of the literature uses mostly White, middle to high socioeconomic status (SES) samples despite evidence that the benefits of mind-mindedness may vary based on degree of social risk. Additionally, few studies have examined relations between mind-mindedness and language development. The current study investigates whether mind-mindedness predicts children's language development and behavioral functioning and if family history of childhood maltreatment moderates the relation of mind-mindedness to these outcomes. Participants were 98 mothers (49.0% Black, 24.5% White, 13.3% Latina, 7.2% multiracial; 81.6% low SES per Hollingshead classifications) and their children (49 boys, 49 girls) from the Rochester, New York area recruited at Time 1 (Mage = 13.34 months) and followed up twice (Mages = 27.51 [Time 2] and 39.31 months [Time 3]). Mother-child dyads participated in videotaped free play interactions at Times 1 and 2. Using transcripts of these interactions, we coded mind-mindedness at Times 1 and 2 and children's internal state language at Time 2. Mothers reported on children's behavioral functioning at Time 3. Findings revealed that Time 2 mind-mindedness predicted fewer Time 3 behavioral difficulties in children from maltreating families but did not predict behavioral difficulties in children from nonmaltreating families. Additionally, Time 1 mind-mindedness predicted children's Time 2 use of decontextualized internal state language. Findings highlight the importance of examining mind-mindedness in higher risk populations and how mind-mindedness can be leveraged as a protective factor to prevent future maladjustment in children at risk for adverse outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Preschool children's screen time during the COVID-19 pandemic: associations with family characteristics and children's anxiety/withdrawal and approaches to learning.

With schools closed due to the COVID-19, many children have been exposed to media devices for learning and entertainment, raising concerns over excessive screen time for young children. The current study examined how preschoolers' screen time was associated with their family characteristics and anxiety/withdrawal and approaches to learning during the COVID-19 pandemic. Participants were 764 caregivers of 3- to 6-year-old children (mean age = 59.07 months, SD = 12.28 months; 403 boys and 361 girls) from nine preschools in Wuhan, China, where the pandemic started. The effects of family characteristics on children's screen time during the pandemic outbreak and the associations between screen time and children's anxiety/withdrawal and approaches to learning were examined using path analysis. The results showed that children who spent more time on interactive screen use (e.g., playing with tablets) showed higher levels of anxiety/withdrawal and fewer positive learning behaviors. Unexpectedly, children who spent more time on noninteractive screen use (e.g., watching TV) showed lower levels of anxiety/withdrawal. Additionally, children's screen time was related to family characteristics: children living in more chaotic families with fewer screen time restrictions spent more time on screen use after the pandemic outbreak. The findings suggest that young children's frequent use of interactive screens, such as tablets and smartphones, might be harmful to their learning and wellbeing during the pandemic. To mitigate the potential negative effects, it is essential to manage the screen time of preschoolers by establishing rules for their interactive screen use and improving the household routines related to the overall screen use.

The challenges of screen time in children with typical development and children with developmental disorders during COVID-19 pandemic.

The significant lifestyle changes that occurred during the lockdown period associated with the COVID-19 pandemic may have had many potential adverse effects on children, in particular, sedentary screen exposure among children, including those with developmental disorders. We conducted a cross-sectional study to investigate and compare the screen time and outdoor activity time of children with typically development (TD) and those with developmental disorders during and before the emergence of COVID-19, and identified the risk factors related to screen time during the COVID-19 pandemic. A total of 496 children were surveyed via online questionnaires. Parents or/and children filled in the online questionnaire, including basic characteristics, screen time, outdoor activity time, and other related factors. The Statistical Product and Service Solutions software was used to analyze all data. Children spent less time outdoors (t=14.774, P<0.001) and more time on electronic screens (t=-14.069, P<0.001) during the lockdown period of COVID-19, compared to the periods before COVID-19. Age (P=0.037), pre-COVID-19 screen time (P=0.005), screen time used for learning/education (P<0.001), screen time of siblings (P=0.007), and use of screen devices as electronic babysitters (P=0.005) were risk factors for screen time during the COVID-19 pandemic, while restrictive use of electronic devices by parents (P<0.05) was a protective factor. The screen time of children with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD) was significantly longer than children with TD before COVID-19 pandemic, but there is no statistical difference during the COVID-19 pandemic. During the COVID-19 pandemic, children's screen exposure time increased, and outdoor activities decreased significantly. This represents a significant challenge, and we should focus our efforts on managing children's screen time and promoting healthier lifestyles, including children with typical development, as well as those with developmental disorders.

Is more prolonged sun exposure associated with healthier life habits and obesity indicators in Portuguese children?

Sun exposure seems to have an indirect effect on the development of obesity through vitamin D synthesis in the skin, the primary source of this vitamin. The present study aimed to investigate associations among sun exposure time, obesity indicators, and lifestyle habits in children. A total of 4755 children (3-10 years; 49.86% boys) from the north, center and south-central Portugal were included in the present study. During 2016/2017 children's sun exposure time, screen time, time devoted to the practice of physical activity and active play were collected through standard questionnaires answered by parents. Statistical analyses were conducted to investigate differences among sun exposure time according to the sex, age, obesity indicators and lifestyle habits. Linear regression analysis showed that sun exposure time presented a negative association with Body Mass Index (β = -0.09, 95% CI: -0.18; -0.003; p = .042), body fat % (β = -0.31, 95%; CI: -0.54; -0.07; p = .010), computer time (β = -0.08, 95% CI: -0.12; - 0.05; p < .0001) and a positive association with active play time (β = 0.22, 95% CI: 0.17; 0.27; p < .0001) and total time of physical activity practice (β = 10.01, 95% CI: 4.52; 15.20; p < .0001). The results reinforce the need for future guidance on the ideal sun exposure time, especially in children, who are at risk for vitamin D deficiency. Standardization of criteria for classifying optimal sun exposure time in this age group, considering the parameters that affect vitamin D status, such as age and seasonality, should be considered when planning future guidelines.

Potential impact of extra education on the development of executive functions within a year in preschool children: an exploratory research.

Executive functions have been shown to develop through various extra classes in preschool age. But the optimal for executive functions development system of such classes has not yet been explored. The present exploratory study aimed to examine the difference in the executive functions development within a year between children attending the system of extra classes (music, choreography, art, foreign language, literacy, math, computer science, and science) twice a week for 4 h in a preschool education center and children who did not take no extra classes. There were 60 children who attended extra classes and 64 children who did not take extra classes. In each group, approximately 17% were boys. The first assessment of executive functions was performed in the penultimate year of kindergarten, when the children were 5-6 years old. The second was performed 1 year later. The executive function level was assessed using NEPSY-II subtests "Inhibition," "Statue," "Memory for Designs," "Sentences Repetition," and "Dimensional Change Card Sort." Mothers also reported about their children's attendance in extra classes, their children's screen time, the level of maternal education, and the level of family income. The study revealed that children attending the system of the extra classes showed a higher verbal working memory development within a year than the children taking no extra classes. The obtained data plays an important role for the design of further research of the topic and for the practical recommendations for parents and teachers.

Game Tebak Gambar Sebagai Media Pembelajaran Untuk Anak Usia Dini

Many games are starting to appear that are less educational and less suitable to be played which have a bad impact on children, as well as the lack of parental supervision of children in excessive use of gadgets. the need for a media that can unite two elements, namely game play and learning, therefore an educational game application is made that uses construct 2 and coreldraw which serves as the interface design processor, objects, buttons, and players. This educational game raises the theme of introducing the names of animals in the form of pictures, which will later become an alternative learning that provides a more useful education, has a positive impact on children, and can reduce children playing games that are not suitable for their age. With this application, it provides broad insight to children about recognizing animal names and understanding them, and can fill children's free time which is usually spent just playing less useful games by playing and learning with this educational game application.

Behavioral and Environmental Risk Factors Associated with Primary School Children's Overweight and Obesity in Urban Indonesia.

To aid the design of nutrition interventions in low- and middle-income countries undergoing a nutrition transition, this study examined behavioral and environmental risk factors associated with childhood overweight and obesity in urban Indonesia. Body height and weight of children were measured to determine BMI-for-age Z-scores and childhood overweight and obesity status. A self-administered parental survey measured socioeconomic background, children's diet, physical activity, screen time, and parental practices. Logistic and quantile regression models were used to assess the association between risk factors and the BMI-for-age Z-score distribution. Public primary schools in Central Jakarta, sampled at random. Children (n=1,674) aged 6-13 years from 18 public primary schools. Among the children, 31.0% were overweight or obese. The prevalence of obesity was higher in boys (21.0%) than in girls (12.0%). Male gender and height (aOR=1.67; 95% CI 1.30, 2.14 and aOR=1.16; 95% CI 1.14, 1.18, respectively) increased the odds of being overweight or obese, while the odds reduced with every year of age (aOR=0.43; 95% CI 0.37, 0.50). Maternal education was positively associated with children's BMI at the median of the Z-score distribution (P=0.026). Dietary and physical activity risk scores were not associated with children's BMI at any quantile. The obesogenic home food environment score was significantly and positively associated with the BMI-for-age Z-score at the 75th and 90th percentiles (P=0.022 and 0.023, respectively). This study illustrated the demographic, behavioral, and environmental risk factors for overweight and obesity among primary school children in a middle-income country. To foster healthy behaviors in primary school children, parents need to ensure a positive home food environment. Future gender-responsive interventions should involve both parents and children, promote healthy diets and physical activity and improve food environments in homes and schools.

Prevalence and socio-demographic distributions of meeting RMI Guidelines for Healthy Living among elementary school children in Majuro, Republic of Marshall Islands: a cross-sectional population-based survey

Childhood obesity is high in Republic of Marshall Islands (RMI). We report the prevalence and socio-demographic distribution of selected obesity-related risk factors among children in Majuro, RMI. Sixteen elementary schools were approached and students and parents in Grades 1, 3, and 5 invited to participate in this cross-sectional population-based survey. Accelerometry and a questionnaire were used to collect data on children's physical activity (PA), sleep, screen time and dietary behaviours. Descriptive statistics and mixed-effects logistic regression were used to examine differences in the proportions of children meeting selected RMI Healthy Living Guidelines by sex, school grade and school sector. Thirteen schools and 958 children were recruited, of which 892 (52.2% girls; mean age 9.3±1.8 years) provided useable data. Around 90% met the PA, 29% screen time, 13% sleep, 69% sugar-sweetened beverage and 56% highly processed food guidelines. The proportion meeting individual guidelines was higher among children in Grade 1 compared with Grade 5. Being a girl (0.27; 95% CI 0.16, 0.46) was associated with lower odds of meeting the PA recommendation. Compared with children from Grade 1, those in Grade 5 had lower odds of meeting the PA (0.28; 95% CI 0.15, 0.55), screen time (0.60; 95% CI 0.40, 0.89), sleep duration (0.33; 95% CI 0.18, 0.59), sugar-sweetened beverage (0.35; 95% CI 0.23, 0.53), and consumption of highly processed foods recommendations (0.49; 95% CI 0.33, 0.72). While most children in RMI are adequately active, resources are needed to promote healthier levels of screen time, sleep, sugar-sweetened beverage and highly processed food consumption, especially among older children. This study was funded by World Diabetes Foundation; Canvasback Missions, RMI; NHMRC Australia (APP1176858); Pacific Community.

Subjective well-being of Thai pre-teen children: Individual, family, and school determinants

Children's subjective well-being is crucial for ensuring decent child development. At present, evidence about children's subjective well-being is limited, particularly regarding insights from developing countries. This study aimed to assess overall life satisfaction, multi-dimensional life satisfaction of Thai pre-teens, and factors associated with the children's overall life satisfaction. A cross-sectional study was carried out with 2277 children in grade 4 to 6 at 50 public primary schools from nine provinces across all regions of Thailand. The data collection took place between September and December 2020. The children were satisfied with their overall life to a considerable degree (8.5 out of 10). Girls had higher life satisfaction and satisfaction with multiple life domains (except for “autonomy”) than boys. Compared with older children, younger children had higher overall life satisfaction and satisfaction with multiple life domains except for “autonomy”, “yourself” and “friends”. The children's overall life satisfaction was increased in proportion to satisfaction with family, friends, oneself, physical appearance, health, teacher, school activity, and autonomy. Concerning individual factors, their social skills and time spent on gardening (≥1 h/day) and active recreational activities (1–3 h/day) had positive influence upon their overall life satisfaction, while too much time on screen (>1 h/day) and music (>3 h/day) had negative results. In terms of family factors, children having fathers owning a shop/business had higher life satisfaction than children having fathers who were manual workers, while children who lost their fathers had lower life satisfaction. For school factors, school connectedness had a positive relationship with their overall life satisfaction. Children's subjective well-being promotion should include family-based and school-based interventions to improve children's time use (e.g., more active outdoor lifestyle and less sedentary lifestyle), self-esteem, health, autonomy, and school connectedness.

Determinants of pupils' energy drink consumption – Findings from a Hungarian primary school

Consumption of energy drinks is harmful in childhood and adolescence, and its increasing popularity makes it a public health threat in this age group. Our study aimed to assess energy drink (ED) consumption and identify the context and determinants of its consumption at a Hungarian primary school. A mixed-method approach was used for the research, including a survey filled in by 157 10-15-year-old pupils and World Café workshops (WCWs) involving pupils, home-room teachers, and Parental Council representatives (N = 39). The Jamovi 2.2.5. The software was used to perform descriptive statistics and logistic regression, and a causal loop diagram was created based on the results of the WCWs. The survey results revealed that almost one-third of the pupils consumed EDs regularly, and most daily consumers drank high amounts (500ml). Most students considered ED consumption unhealthy, yet every fifth drank them. Buying breakfast on the way to school increased the odds of ED consumption almost threefold. According to the WCWs' findings, the determinants of ED consumption were embedded in two critical contextual sets; one was the need for energy and concentration boost and the Perception of high social acceptance of ED consumption. Our results suggest that interventions to reduce students' ED consumption need to include increased parents' involvement in controlling their children's screen time and encouraging them to provide breakfast at home for their children. There is also an urgent need to restrict the marketing of EDs and strictly regulate access to EDs for under-18s.

Peran Orang Tua dalam Meningkatkan Prestasi Belajar Siswa pada Masa Pandemi Covid 19

The main problems in this study were the difficulty of students in understanding the learning materials provided by the teacher at school, the lack of parental attention in guiding and accompanying their children's learning at home, the lack of time for parents to guide and accompany their children to study at home, the lack of attention from other people. old in time management. The type of research used is descriptive qualitative research. This research was conducted at SD Negeri 163/VIII Sungai Jernih, Muara Tabir District, Tebo Regency. The subjects in this study were students in grades 3, 4 and 5 and the parents of these students. This research was conducted in the 2020/2021 academic year. Data collection techniques used are observation, questionnaires, interviews, and documentation. The sample in this study was 30 students in class III, 30 students in IV and 30 in V. The result of this study is that the role of parents in determining student achievement in school is very large. The difficulty of parents in managing their children's study time, not wanting to know how their children's learning progress, can cause children not to succeed in their studies. On the other hand, parents who always pay attention to their children, especially attention to their learning activities at home, make children more active and more enthusiastic in learning. So that learning outcomes or learning achievements achieved by students become better.

Optimizing Fine Motor Coordination, Selective Attention and Reaction Time in Children: Effect of Combined Accuracy Exercises and Visual Art Activities.

Optimizing fine motor coordination and cognitive abilities in middle childhood through new intervention programs remains one of the most essential orientations in motor development and skills proficiency. The present study aims to identify the effect of a structure-based program intervention, combining motor accuracy exercises with visual art activities (ceramics, pottery, and creations using raw materials), on fine motor coordination, selective attention, and reaction time in middle childhood. Sixty, right-handed typically developed male schoolchildren (age = 8.29 ± 0.74 years; body height = 130.25 ± 0.05 cm and body mass = 29.83 ± 4.68 kg; mean ± SD) volunteered to participate in the study. They were randomly assigned to a combined group intervention (MG) receiving a mixed program integrating visual art activities and motor accuracy exercises; an accuracy group intervention (AG) receiving oriented motor accuracy exercises; and a control group (CG). Selective attention, reaction time, and fine motor coordination skills (accuracy: darts throw; manual dexterity: grooved pegboard test) were measured. Repeated measure ANOVA, one-way ANOVA, and Kruskal-Wallis ANOVA were performed for analysis. The results showed higher changes in MG compared to AG in manual dexterity (p < 0.001), in motor accuracy (p < 0.001), and in reaction time (p < 0.01), but not in selective attention (p = 0.379). In addition, higher changes were recorded in AG compared to CG in motor accuracy (p < 0.05), reaction time (p < 0.05), and in selective attention (p < 0.01), but not in manual dexterity (p = 0.082). The structured combined program best assists accuracy, manual dexterity, reaction time, and selective attention. Therefore, instructors in sports academies and teachers at schools are advised to use the combined program in the training sessions and in the non-curricular activities, respectively, to improve fine motor coordination, selective attention, and reaction time in middle childhood.

ANALISIS PENGARUH PENGGUNAAN MEDIA SOSIAL TIKTOK PADA PERUBAHAN PERILAKU SISWA SEKOLAH DASAR DI JORONG PASAR SIJUNJUNG NAGARI SIJUNJUNG

Behavior change is a process of change experienced by a person based on what is obtained and learned through various sources such as family, friends, environment or himself. The process of change in a person is determined by his conditions and needs. The use of the tiktok application in elementary school-age children will definitely have an impact on changing children's behavior because basically children have the trait of imitating. The formulation of the problem in this research is how to change the behavior of elementary school-aged children using the tiktok application in Jorong Pasar Sijunjung Nagari Sijunjung, and the purpose of this study is to describe changes in the behavior of elementary school-age children as users of the tiktok application in Jorong Pasar Sijunjung Nagari Sijunjung. The theory used in this study is the social action theory proposed by Max Weber. This research is a qualitative research using descriptive method. Data collection methods are through interviews and observation. Interviews were conducted with 22 informants, the informants in this study were taken using a purposive sampling technique. The data analysis model is through the stages of data collection, data reduction, data presentation and drawing conclusions. From the results of the study it was revealed that elementary school-age children first recognized the tiktok application from their closest environment such as parents, siblings or even peers. The tiktok application has an impact on changing children's behavior, changes that occur in children can be positive and negative changes. The impact of positive behavior changes such as increasing children's creativity in making a work, increasing children's self-confidence, increasing children's interest in learning. Negative behavior changes such as a child's lack of interest in doing homework, changes in speech, and the child's timing is not effective. It can be concluded that the impact of changing the behavior of elementary school-age children in using the tiktok application has not only positive but also negative impacts, so parental supervision is needed.

Problematic media use and psychological adaptation in children in the COVID-19 pandemic: A descriptive cross-sectional study

PurposeThis study was conducted to determine the problematic media use and psychological adaptation levels of children. Design and methodsParents of 685 children living in Turkey participated in the descriptive cross-sectional design study. Descriptive Characteristics Form, Problematic Media Use Measure and Hacettepe Psychological Adaptation Scale were used to collect research data. ResultsProblematic media use of the children is moderate. The COVID-19 pandemic increased the time spent in front of the screen in the majority of children. Psychological adaptation problem was determined in approximately one-third of children. Male gender and screen time spent affect problematic media use and psychological adaptation levels of children. ConclusionsThe COVID-19 pandemic increased the problematic media use and psychological adaptation problems of children. Practice implicationsIt is recommended that nurses guide parents to limit children's screen time and to plan interventions to solve their psychological adaptation problems.

The role of parental congruence in pre-school children's screen time, moderated by parental education.

This study investigated whether parental congruency regarding screen time (ST) is associated with ST in pre-school children. In addition, we investigated whether parental education levels moderated this relationship. A cross-sectional study was conducted in 2015-2016 in Finland (N = 688). Parents completed a questionnaire reporting their children's sedentary behaviour, their parental congruency regarding ST rules, and their educational level. Associations were examined using linear regression. Children of parents with higher congruence regarding ST rules engaged in less ST, this was moderated by parental education levels. Children whose parents had a high level of education and parents' who strongly agree or somewhat agree on ST rules was negatively associated with ST. Furthermore, children whose parents had a medium level of education and parents' who strongly agree on ST rules was negatively associated with ST. Children of parents who agree on ST rules engaged in less ST compared with children of parents who do not agree on ST rules. Providing advice to parents regarding parental congruency could be the focus of future interventions.

Young Children's screen habits: Identifying child and family contributors

Screen devices are an integral part of many young children's lives but less is known about how child and parent/family factors contribute to young children's screen habits. Our study examined the contribution of child and family demographic and behavioral factors for Chinese children's weekday screen time, weekend screen time, daily frequency of using five devices, and purpose of screen device use. We collected baseline and follow-up data from parents of 255 children at a preschool in Beijing with an interval of 3 months (9/2021 and 12/2021; M = 4.41 years, SD = 0.80 at Follow-Up; Boys: 54.9%). Multiple regression analyses with the four outcome variables against six child-level and eight parent/family-level factors revealed that parent/family-level factors accounted for far more variance (10.1%–32.5%) than child-level factors (3.6%–5.0%) in predicting the outcome variables (βs = 0.19, p < .01 to .38, p < .001). Of all the variables, number of screen devices at home and frequency of the parent-child co-used screen devices were the only two factors that were most robust and significantly predicted all four outcome variables. Furthermore, different aspects of children's screen habits were related to overlapping and unique child and parent/family factors. To improve children's screen habits, interventions need to address the number of devices at home and the practice of parent-child co-using screen devices.