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Early television exposure and subsequent attention problems in children
Abstract
Early television exposure and subsequent attentional problems in children . Christakis DA, Zimmerman FJ, Di Giuseppe DL & McCarty CA. ( 2004 ) Pediatrics , 113 , 708 – 713 .
Cross-sectional research has suggested that television viewing may be associated with decreased attention spans in children. However, longitudinal data of early television exposure and subsequent attentional problems have been lacking. The objective of this study was to test the hypothesis that early television exposure (at ages 1 and 3) is associated with attentional problems at age 7.
We used the National Longitudinal Survey of Youth, a representative longitudinal data set. Our main outcome was the hyperactivity subscale of the Behavioural Problems Index determined on all participants at age 7. Children who were > 1.2 standard deviations above the mean were classified as having attentional problems. Our main predictor was hours of television watched daily at ages 1 and 3 years.
Data were available for 1278 children at age 1 and 1345 children at age 3. Ten percent of children had attentional problems at age 7. In a logistic regression model, hours of television viewing per day at both ages 1 and 3 were associated with attentional problems at age 7 [1.09 (1.03–1.15) and 1.09 (1.02–1.16), respectively].
Early television exposure is associated with attentional problems at age 7. Efforts to limit television viewing in early childhood may be warranted, and additional research is needed.
... It also emphasizes the lack of evidence for the educational or developmental benefits of media use by children under the age of two. The impact of watching television on infants' attention span varies depending on the program's content, but it is evident that the likelihood that children will experience attention problems rises, according to a study looking at the effects of early screen exposure (Christakis, Zimmerman, DiGuiseppe, McCarty, 2004). For older children, for instance, it is generally accepted that children over the age of 7-8 are capable of understanding longer media texts and have mastered abstract thinking and language skills enough to establish cause-and-effect relationships, which is why it is believed that the rate of negative media exposure and the rate of involuntary viewing is on the decline. ...
In this study, there are three key topics are explored and discussed. It is first and foremost vital to examine whether the series in question is appropriate for viewers who are older than eight years old. In the second evaluation, it is examined whether contemporary realities and literary narratives have any overlap. This implies that issues related to history, society, psychology, and modernity are approached from a fresh angle. Last but not least, it has to do with the potential social effects of adjusting historical tales to the present. This entails reassessing the past or historical narratives from the viewpoint of the present. However, the key inquiry is: How closely does a film's core meaning align with the meaning that is revealed after seeing it? What about a movie's relevance alters when it's watched again after some time? This study addresses the film-audience connection in two separate ways under the category of "meaning." The relationship between the meaning that viewers derive from the movie's content while watching it is the main topic of discussion. The second is the text's complementary meaning as revealed by its social, psychological, or historical elements.
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... 11 Research suggests that the use of digital media might have an effect on children's attention skills, such as increasing hyperactivity and difficulty in concentrating. 12 Late academic achievement studies suggest that excessive media use mainly computers or video games at an earlier age are associated with lower academic achievement later in life. 13 Children who spend more time with media devices reportedly have lower levels of personal contentment and have a tendency to get in trouble more often. ...
Background: The use of digital media, such as television, smart phones, tablets, iPod has become a significant part of children’s lives. Children's exposure to digital media is increasing, as are concerns about the impact that screen time has on children and families. The study evaluates the exposure and use of digital media among under five children.Methods: The study was conducted among mothers of under-five children attending Paediatric outpatient department of a hospital. The sample included 150 mothers of under-five children. A structured questionnaire was used to collect data on selected demographic variables. A modified rating scale was used to elicit data regarding the exposure and use of digital media among under-five children.Results: Around half of children were exposed to smartphones between 1-2 years of age. During infancy around forty percent of children were exposed to smart phones. More than half the mothers used mobile devices while doing household chores. A higher proportion of under five children had increased screen time and large proportion (65.3%) of under-five children had high levels of exposure to digital media.Conclusions: A significant number of under five children were using the digital media and screen time exposure exceeded than that of recommended limit.
... Only a few studies have looked at the short-and long-term impacts of technology use on the development of children in their early years. It has been shown that the use of technology by young children is connected with both negative (e.g., obesity; [7]; attention issues; [8]) and favorable outcomes (e.g., academic achievement; [7]). (e.g., math skill development, [9]). ...
Mental health problems in early childhood are common, but there is a lack of psychiatric research on this age group. DC:0-5 is a multiaxial classification system for mental disorders in early childhood, providing a framework for standardizing clinical practice and research. However, research on the validity of DC:0-5 is scarce. The Developmental Psychiatry Diagnostic Challenges Study (DePsy) is a multi-site, prospective clinical study including six German early childhood mental health (ECMH) clinics. The main objective of the study is to contribute to the validation of Axis I and Axis II of DC:0-5. A second aim of the study is to describe the population of the participating clinics regarding diagnoses, family context, and treatment outcomes. Additionally, the impact of environmental risk factors, including parental Adverse Childhood Experiences (ACEs) and media use, on child psychopathology and caregiver–child relationships will be examined. Over two years, patients aged 0.0–5.9 years old will be enrolled in the study. Assessments include ICD-10 and DC:0-5 diagnoses, developmental tests, video-based observations of caregiver—child interactions, and questionnaires on child psychopathology, media use, parental stress, and treatment satisfaction. Study results will promote the standardization of assessment and treatment in ECMH clinics aiming to improve the development of patients and their families.
Este trabalho realiza uma análise comparativa de dados do Exame Nacional de Desempenho dos Estudantes para Cursos de Graduação em Engenharia Elétrica do Brasil, a fim de investigar os principais fatores que afetam o rendimento dos estudantes no Exame, bem como o processo de ensino e aprendizagem dos cursos de Engenharia Elétrica em diferentes localidades do Brasil. Os anos considerados na investigação foram 2011, 2014 e 2017. A partir dos resultados obtidos, foi possível constatar que fatores como motivação e abordagem dos conteúdos impactam diretamente nos rendimentos dos estudantes do exame. Uma análise comparativa, como a proposta neste trabalho, permite que seja possível propor soluções com o intuito de melhorar a experiência de aprendizagem fornecida nos cursos e, consequentemente, melhorar o desempenho dos estudantes no Exame, aprimorar sua formação e impactar positivamente nos indicadores de qualidade dos cursos de Engenharia Elétrica de todo o Brasil.
Com as mudanças ocorridas no mundo a educação precisa atender às novas demandas surgidas na sociedade. Dentro desta demanda está a necessidade da formação mais completa dos profissionais de engenharia em relação as habilidades transversais. Dessa maneira, é fundamental a promoção da formação integral destes profissionais desenvolvendo estratégias de aprendizagens significativas. Dessa forma surgiram as EdTechs como novo modelo de aprendizagem e preenchendo uma lacuna deixada pelo ensino superior. Desta forma, este artigo pretende analisar quais as formações complementares o mercado tem exigido dos profissionais de engenharia e como as EdTechs podem habilitar os estudantes e profissionais diante deste novo mercado. Para atingirmos os objetivos propostos a seguinte metodologia foi traçada: avaliação das competências exigidas nesse novo mercado e avaliação de como e em qual proporção as EdTechs tem possibilitado esta formação, através de revisão sistemática de literatura. De acordo com a literatura foram listadas 19 competências necessárias para a formação completa do novo profissional de engenharia. Foi percebido também que atualmente existe uma grande disponibilidade de conteúdo que permite que essas novas habilidades requisitadas pelo mercado sejam preenchidas. Foi verificado então que praticamente em todas as competências, pelo menos 50% das EdTechs existentes na região sudeste, focadas em cursos livres, preenchem as lacunas necessárias para esta capacitação.
Neste artigo, serão discutidos os desafios impostos pela quarta revolução industrial ao modo como trabalhamos e adquirimos conhecimento. Todo o campo do trabalho, empregos e relações laborais está sendo afetado por essa revolução; trata-se aqui de ver como isso vem ocorrendo no mundo e no Brasil e levantar as questões e possíveis respostas a tais mudanças. Como parte das respostas indicam que as alterações nos modos de trabalho levam forçosamente a uma abordagem sobre novas habilidades, novos treinamentos e retreinamentos da mão de obra, é na educação que se buscarão algumas respostas e se formularão questionamentos sobre os melhores caminhos a serem adotados, a fim de não deixar escapar a oportunidade de preparar as futuras gerações para um mundo que já se presentifica.
The focus of this research was to conduct an experimental investigation on the span of attendance among prospective teachers. In this study, there were 30 participants in the experimental group. At Thiagarajar College of Preceptor in Madurai, Tamil Nadu, the prospective teacher was picked using the purposive sample technique. The experiment method was employed by the researcher in this study. Card Meaningful and Meaningless terms were employed by the investigator. With the help of Microsoft Excel, the data was separated and consolidated. The needed statistical analysis was carried out using SPSS version 21. The results revealed that the prospective instructor answered the majority of the meaningless words in the significant words incorrectly. The average value of useless words is 6.83. When the participant was shown a card with three or four alphabets of non-meaningful words, the response was correct, and the outcome was three or four, accordingly. All of the responses were incorrect when the card with five non-meaningful syllables was offered, and the result for five non-meaningful syllables was zero.
Research has focused on the relations between television (TV) viewing time and children’s reading achievement. Two hypotheses have been proposed to explain this relation. The substitution hypothesis proposes that TV viewing distracts students from activities that are important for their learning. The inhibition hypothesis proposes that watching television inhibits important affective/cognitive skills. In this study, we test both hypotheses by estimating the relation between TV viewing time and reading achievement. We use the frequency of students’ leisure reading and the frequency of interactions between students and their parents as potential mediators to test the substitution hypothesis, whereas for the inhibition one, we use students’ intrinsic motivation to read and their level of inattention. Data come from the Québec Longitudinal Study of Child Development (QLSCD). Designed by the Institut de la statistique du Québec, QLSCD covers a wide range of themes. The QLSCD is representative of children in Québec and contains 2223 participants who were followed from 0 to 21 years old. The four structural models tested are built as follows: the TV viewing time at 6 years old predicts the four mediating variables at 8 years old, which in turn predicts reading achievement at 10 years old. In addition, we have tested models’ gender invariance. Results indicate that TV viewing time is not directly or indirectly associated with reading achievement. Specifically, it is not associated with the mediating variables of child-parent interactions, intrinsic motivation, and inattention. However, the frequency of leisure reading is negatively associated with the time spent watching TV. This association is very small (−0.07) and has no indirect effect on reading achievement. Finally, results do not vary according to the gender of the participants. Our results are in line with those of previous studies in the field and cast some doubts on the potential negative effects of TV viewing time on reading achievement.
With the rise in affordability of digital media and mobile devices, children under age 2 on average spend significantly more time with digital media than is recommended. Although concerns have been expressed about how parent and child media use might negatively impact parent–child attachment, there continues to be a scarcity of research on the topic. The current study assessed both the amount and the way in which children (11–26 months) and their parents engage with digital media and the impact on early attachment after controlling for temperament, parent income, parent age, marital status, and access to support. The study utilizes data from a diverse sample: 248 parents of infants completed an attachment q‐sort and surveys assessing the amount of media use, parental absorption in media, types of parental mediation, temperament, and demographics. Results showed that for both parent and child, time using digital media and co‐viewing was not predictive of attachment insecurity. Parental absorption in media was found to significantly predict attachment insecurity. Greater child TV media use was associated with poorer attachment security when there was limited to no parental active mediation. Active mediation served as a protective factor for attachment while parental absorption in media serves as a risk factor for attachment.
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