The influence of screen time on children's language development: A scoping review
Karani NF, Sher J, Mophosho M
The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings · 35 citas
Cómo se estudió
- Diseño
- Revisión sistemática (clasificado por nuestro filtro de IA)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
Según la declaración de financiación del texto completo.
Publicación
- Publicado
- 2022-02-10 · S Afr J Commun Disord · vol. 69 · número 1 · págs. e1–e7
- Editorial
- AOSIS
- Citado
- 88 citas · más que el 100% de estudios similares · 39.3× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 33 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY
- Áreas de investigación
- Child Development and Digital Technology · Subtitles and Audiovisual Media · Literacy, Media, and Education
- Palabras clave
- screen time, children's language development, early childhood, parental co-viewing, video content, video characteristics, parental supervision
- MeSH
- humans, language, adult, aged, child, screen time
3 autores
- Nazeera F. Karani🇿🇦University of the Witwatersrand
- Jenna Sher🇿🇦University of the Witwatersrand
- Munyane Mophosho🇿🇦University of the Witwatersrand
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background
An exponential increase in screen time amongst children and adults, has given rise to a plethora of studies exploring the influences that this exposure may have on children's development.
Objectives
This review is specifically concerned with understanding the influence of screen time on children's language development.
Method
A scoping review was conducted to explore the available literature relating to the impact of screen time on children's language development. The scoping review was based on the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) framework and the Joanna Briggs Institute (JBI) framework. The data were analysed using thematic content analysis.
Results
This review identified 12 articles. It made an argument for the multifactorial relationship between screen time and language development, given the associated positive and negative effects. The results revealed core themes such as the influence of screen time being dependent on various factors and the diverse effects of screen time on children's language development, with the inclusion of parents' monitoring of and participation in viewing, playing a vital role in language development.
Conclusion
The review indicated that an increase in the amount of screen time and an early age of onset of viewing have negative effects on language development, with older age of onset of viewing showing some benefits. Video characteristics, content and co-viewing also influences language development. This study demonstrates that the negative influences of screen time appear to outweigh the positive influences.
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