Associations between screen time and cognitive development in preschoolers
Zhang Z, Adamo KB, Ogden N, Goldfield GS, Okely AD, Kuzik N, Crozier M, Hunter S, Predy M, Carson V
Paediatrics & child health · 17 citas
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Cómo se estudió
- Diseño
- Estudio transversal (clasificado por nuestro filtro de IA)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación no declarada
Publicación
- Publicado
- 2021-08-26 · Paediatr Child Health · vol. 27 · número 2 · págs. 105–110
- Editorial
- Oxford University Press
- Citado
- 72 citas · más que el 100% de estudios similares · 24.2× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 32 trabajos
- Acceso
- Acceso abierto (copia en repositorio)
- Áreas de investigación
- Child Development and Digital Technology · Infant Development and Preterm Care · Impact of Technology on Adolescents
- Palabras clave
- screen time, cognitive development, preschool children, working memory, expressive vocabulary, television viewing, screen time recommendations, early childhood
10 autores
- Zhiguang Zhang🇨🇦University of Alberta
- Kristi B. Adamo🇨🇦University of Ottawa
- Nancy Ogden🇨🇦Mount Royal University
- Gary Scott Goldfield🇨🇦Children's Hospital of Eastern Ontario
- Anthony David Okely🇦🇺University of Wollongong; Illawarra Health and Medical Research Institute
- Nicholas Kuzik🇨🇦University of Alberta
- Mitchell Crozier🇨🇦University of Ottawa
- Stephen Hunter🇨🇦University of Alberta
- Madison Predy🇨🇦University of Alberta
- Valerie Carson🇨🇦 · autor de correspondenciaUniversity of Alberta
Resumen
El texto original del estudio, en el idioma en que se publicó.
Objectives
To examine the cross-sectional associations between screen time and cognitive development in preschoolers.
Methods
Participants were 97 preschoolers (36 to 60 months) in Alberta and Ontario, Canada in the supporting Healthy physical AcTive Childcare setting (HATCH) study. The time that children spent watching television, videos or DVDs (television time) or playing video or computer games (video game time) on a television, computer, or portable device was assessed using a parental questionnaire. Television time and video game time were summed to calculate total screen time. Adherence to the screen time recommendation (≤1 hour/day) of the Canadian 24-Hour Movement Guidelines was calculated. Expressive vocabulary and working memory were assessed using the Early Years Toolbox. Due to the distribution of working memory, it was categorized as a binary variable based on the median score. The associations between screen time and cognitive development were examined using mixed models (expressive vocabulary) or generalized mixed models (working memory).
Results
Screen time was not associated with expressive vocabulary. Preschoolers who had higher total screen time were less likely to have better working memory (OR=0.52; 95%CI:0.31, 0.88), despite the null associations for television time (P=0.155) and video game time (P=0.079). Preschoolers who met the screen time recommendation were more likely to have higher working memory capacity (OR=3.48; 95%CI:1.06, 11.47), compared to those who did not meet the recommendation.
Conclusion
Limiting total screen time to no more than one hour per day may facilitate working memory development in preschoolers. Screen time may be unrelated to expressive language development in this age group.
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