Screen-based media has become a prevailing part of children's lives. Different technologies provide limitless access to a wide range of content. This accessibility has immensely increased screen ...exposure among children, showing that this exposure is associated with decreased cognitive abilities. This study was designed to evaluate how the neurobiological correlates for different sub-components of screen exposure, such as level of access, content, and frequency, are related to different cognitive abilities. Resting-state functional MRI data were collected in 29 native English-speaking children (8-12 years old), in addition to cognitive-behavioral measures. Functional connectivity measures within and between several networks related to cognitive control and attention were calculated fronto-parietal (FP), cingulo-opercular (CO), dorsal attention (DAN), ventral attention (VAN), salience, default mode (DMN), cerebellar networks. Sub-components of screen exposure were measured using the Screen-Q questionnaire. Higher access to screens was related to lower functional connectivity between neural networks associated with basic attention skills and cognitive control (i.e., DAN and salience). In addition, higher levels of parent-child interaction during screen exposure were related to increased functional connectivity between networks related to cognitive control and learning (i.e., CO and cerebellar). These findings suggest that screen exposure may reduce the engagement of basic attention and modulation of cognitive control networks and that higher levels of parent-child interaction engage cognitive control networks. An enhanced understanding of these processes can provide an important scientific basis for future educational and medical approaches regarding screen exposure.
Higher screen access is associated with decreased between-networks functional connectivity in networks related to basic attention and modulation of cognitive control.
Joint-viewing the screens with a parent is associated with increased between-networks functional connectivity in cognitive control, learning and social-emotional-related networks.
There is a positive relationship between speed of processing abilities and screen co-viewing with the parent.
Both excessive screen time and early screen exposure have been linked to children's health outcomes, but few studies considered these two exposures simultaneously. The aim of this study was to ...explore the independent and interactive associations of excessive screen time and early screen exposure with health-related quality of life (HRQOL) and behavioral problems among Chinese children attending preschools.
A cross-sectional study of 4985 children aged between 3 and 6 years was conducted in Chengdu, China. Each parent has finished an online questionnaire regarding their children's screen use, HRQOL, and behavioral problems. Children with screen time over 1 h/day were considered as having excessive screen time. Early screen exposure was defined if the children had started using screen-based media before the age of 2 years. HRQOL was assessed by the Pediatric Quality of Life Inventory version 4.0 (PedsQL 4.0), while behavioral problems were confirmed with the 48-item Conners' Parent Rating Scale (CPRS-48).
Of the 4985 children (2593 boys and 2392 girls) included, the mean age was 4.6 (SD: 1.0) years. After adjustment for confounders and early screen exposure, excessive screen time was significantly associated with worse HRQOL scores in all dimensions and summary scales, as well as each type of behavioral problems (all p values < 0.05). We also found that compared to children with later initiation of screen exposure, those with screen use before the age of 2 years had significantly lower emotional functioning score (β: - 2.13, 95%CI: - 3.17, - 1.09) and psychosocial health summary score (β: - 0.82, 95%CI: - 1.54, - 0.10) of HRQOL, as well as higher risks of conduct problems, learning problems, psychosomatic problems, impulsive-hyperactive, and hyperactivity index, which were independent of excessive screen use. Furthermore, there were significant interactive effects of excessive screen time and early screen exposure on emotional functioning domain of HRQOL scores and conduct problems.
Excessive screen time and early screen exposure are two independent and interactive factors to children's HRQOL and behavioral problems. Our findings support current guidelines to limit screen exposure in children. Appropriate screen use may represent an important intervention target to improve children's HRQOL and reduce their behavioral problems.
•Greater visual attention abilities after the storytelling intervention, but not after screen exposure.•Screen exposure was related to EEG patterns previously related to altered attention ...abilities.•Attention difficulties scores (parental report) were related to EEG patterns previously related to altered attention abilities.
Exposure to screens has been shown to reduce attention span in children. Increased slow-wave (theta band) and decreased fast-wave (beta and gamma bands) generated from EEG, as well as increased theta/beta ratio, have been observed in children with Attention-Deficit-Hyperactivity-Disorder (ADHD). This study examined the relationship between 6-weeks screen exposure and attention abilities in typically developing preschoolers using EEG during rest. Theta and beta bands were compared, and visual attention and parental reports for attention abilities were controlled. Results suggested that the active control group showed improved visual-attention abilities following the exposure to stories, whereas the screen group did not show improved visual attention. EEG results suggested a higher connectivity in theta vs. beta bands in the screen group, but not in the control group. Results support the negative relationship between screen exposure and attention-related patterns generated from EEG in typically developing preschool children.
Abstract
Study Objectives
Evidence for the association between screen time and insufficient sleep is bourgeoning, and recent findings suggest that these associations may be more pronounced in younger ...compared to older children, and for portable compared to non-portable devices. However, these effects have yet to be investigated within the beginning of life. Importantly, there are no data for the relationship between screen exposure and objectively measured infant sleep. This study examined the moderating role of age for both touchscreens’ and television’s relationship with sleep, using auto-videosomnography within a big-data sample of infants.
Methods
The sleep of 1074 infants (46% girls) aged 0–18 months was objectively assessed using computer-vision technology in this cross-sectional study. Sleep was additionally reported by parents in an online survey, as was infant exposure to screens.
Results
Age significantly moderated the relationship between daytime touchscreen exposure and sleep with a distinct pattern for younger infants, in which screen exposure was associated with decreased daytime sleep, but with a proposed compensatory increase in nighttime sleep consolidation. Compared to touchscreens, television exposure was less likely to be associated with sleep metrics, and age moderated this relationship only for daytime and 24-hour sleep duration.
Conclusions
In young infants, a daytime-nighttime sleep “trade-off” emerged, suggesting that the displacement of daytime sleep by screens may lead to greater accumulation of sleep homeostatic pressure, which in turn facilitates more consolidated nighttime sleep.
BACKGROUND: While digital technology has helped in various aspects as learning, social communication and entertainment, it poses substantial risk for young children. Amongst the various effects, ...excessive screen time has been identified as a risk for autism. OBJECTIVES: Against the background of increasing use of digital devices and lack of data on parental involvement, the present study aimed to investigate the parental knowledge, attitudes and concerns towards Media Technology And Screen time (MeTS) use by preschool children with Autism Spectrum Disorder (ASD) and Typically Developing (TD) children in Indian context. METHODS: 182 parents of children with ASD (n= 90) and TD (n= 92) participated in a survey to answer various closed and open-ended questions related to device usage, knowledge, attitude and concerns related to children’s use of MeTS using the google forms. Responses from the survey were descriptively analyzed and compared between groups using chi-square test and qualitative thematic analysis methods. RESULTS: Results of our study revealed that children with ASD were exposed to MeTS from an earlier age, while average exposure to MeTS was significantly higher in TD children. Parents of children from the two groups showed good and similar knowledge about the effects of MeTS and reported using various methods to monitor its use in children. Further, the parents showed concerns and possessed mixed attitude towards MeTS use in their children.
A crucial role in the primary socialisation is played by parents who are upbringing and educating children about various aspects of life. They also significantly influence child’s knowledge and ...experience of the digital media through examples, conversations and experiences. However, the process of media education has become a challenging task for parents to achieve. As current fastpaced processes of digitization are constantly changing, adults themselves are often faced with figuring out and adopting new ways of digital media related behaviours and attitudes. In past decade expert recommendations and guidelines on screen exposure and media education of children have been widely disseminated aiming to support parents in their choices in conducting media education of their children. In this article we confirm that parent’s familiarity with the expert recommendations regarding the use of media for children results in a significantly lower screen exposure of their preschool children and in higher frequency of implementing beneficial media education practices.
Aim
Shared reading leads to better language and executive functions. This study was designed to examine the effect of dialogic reading compared to screen‐exposed intervention on executive functions ...using behavioural and electroencephalogram measures.
Methods
The effect of six weeks of dialogic reading intervention on executive functions was examined in 16 children (seven females, 61.73 months, SD 7.07, min–max 50–170) vs 16 children exposed to screen (six females, 64.31 months, SD 64.31, min–max 52–74) recruited through posted ads in daycares in the north of Israel. Behavioural and attention/inhibition electroencephalogram tasks were used to assess the effects of intervention.
Results
Comparisons using t‐test showed that the dialogic reading group demonstrated higher executive functions and language scores vs the screen‐exposed group. Greater accuracy rates, shorter reaction times and a smaller gap between P300 amplitudes were found for the dialogic reading group compared to the screen group for the electroencephalogram task.
Conclusion
Dialogic reading intervention is related to improved executive functions and language abilities compared to screen‐based story‐telling. Parents and teachers should consider employing this method in preschool children as a facilitator for future academic abilities.
Aim
To evaluate the association between sociodemographic factors and screen exposure during meals with the consumption of dietary markers in children treated at a university hospital in Rio de ...Janeiro.
Methods
Cross-sectional study with children of both sexes between 2 and 9 years of age. Food consumption and screen exposure were assessed using specific forms. The socio-demographic data evaluated were age, maternal education, household composition, receipt of government benefits, and household food and nutrition security. The statistical analysis included simple and multivariate logistic regression with a confidence interval of 95%.
Results
Among the 129 children evaluated, most of them were of preschool age (57.4%), 71.3% received some type of government benefit, and 69.8% ate meals in front of screens. Among the markers of a healthy diet, beans (86.0%) and fresh fruits (69.8%) were the most consumed, while among the markers of an unhealthy diet, the most common components were sweetened beverages (61.7%) and cookies, candies, or other sweets (54.7%). There was a higher consumption of sweetened beverages among the children whose families received a government benefit (OR 2.63; 95% CI: 1.13–6.13) and who were exposed to a screen during meals (2.27; 95% CI: 1.01–5, 14).
Conclusion
This study showed that in view of the high frequency of consumption of unhealthy foods and screen exposure during meals, it is imperative that food and nutrition education actions are taken to promote an adequate and healthy food environment in childhood.
Due to the COVID-19 pandemic, educational institutions globally were forced to close, resulting in a transition to online learning. However, this transition increased screen time and made e-learners ...more vulnerable to biopsychosocial issues. This study aimed to assess the impact of online learning on the eyes and mental health of medical science students, including those pursuing MBBS, Nursing, Optometry, Pharmacy, and Veterinary degrees during the COVID-19 lockdown period. A cross-sectional quantitative study was conducted, collecting online data from 182 samples using a socio-demographic data sheet (SDVS), Computer Vision Symptom Scale (CVSS 17), and the Perceived Stress Scale (PSS 10). Results revealed that most students spent between 2 and 4 h and >7 h on electronic devices before and during COVID-19, respectively, with many reporting moderate mental stress and eye strain. A weak positive correlation (r = 0.204 at p < 0.05) was found between perceived stress and eye strain, with the 24–29 age group reporting higher mean scores for eye strain. Female participants in the study reported higher mean scores for both eye strain and perceived stress. Additionally, the study found significant associations between eye strain and the electronic devices used, the program of study, and perceived stress levels. The participants’ ethnicity was also found to impact eye strain levels. The study concludes that the transition to online learning during COVID-19 caused moderate to severe levels of eye strain and mental stress, indicating the need for interventions for the student community.
Highlights • Evening reading on a tablet for two hours did not alter saliva melatonin levels. • Sleepiness, sleep onset latency, as well as sleep composition remained unaffected. • Tablet reading did ...not impact power spectral density during slow-wave sleep.
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