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Use of Mobile Technology to Calm Upset Children
Abstract
This study examines associations between the social-emotional development of toddlers and mobile media use in a sample of parent-toddler dyads.Although it is known that parents of infants and toddlers with difficult behavior disproportionately use television and videos as calming tools,1 there are no published data regarding to what degree mobile technologies (such as cell phones and tablets) are used for this purpose. Previous qualitative work with parents has suggested that parental perceived control, defined as feelings of control over children’s behavior and development, may determine how parents set limits around screen media use2 and respond to difficult child behavior.3 We therefore sought to further explore this observation by examining associations between the social-emotional development of toddlers and mobile media use in a sample of parent-toddler dyads, and to determine whether potential associations are modified by parental perceived control.
... To sum up, even though a large number of programs are described as infant-friendly, many young children do not have the ability to comprehend their content and learn from them (Radesky et al., 2016a(Radesky et al., ,2016b(Radesky et al., ,2016c. Even for children at pre-school age, educational and child-aimed content may be detrimental to children's cognitive functioning, though here, findings have been mixed (Huber et al., 2018;Nathanson et al., 2014). ...
... Often, parents believe that exposing children to apps or programs which are described as child-friendly and educational can bring benefits to their child's cognitive and socioemotional development (Bentley et al., 2016;Kostyrka-Allchorne et al., 2017;Li et al., 2018). There are also other reasons why parent place their children in front of screens, including the need to regulate a child's distress, reward good behavior and punish bad ones, or create time for themselves and their own activities (Gordon-Hacker & Gueron-Sela, 2020; Hawi & Rupert, 2015;Kabali et al., 2015;Kılıç et al., 2018;Radesky et al., 2016aRadesky et al., ,2016bRadesky et al., ,2016cVaala & Hornik, 2014). ...
... Parental attendance to screen-based media was also found to significantly predict attachment insecurity, while children's high use of television was associated with poorer attachment security (Linder et al., 2021). Thus, the AAP gives recommendations to parents to reduce their media use while taking care of a child and engage in interactions without screens presences (Radesky et al., 2016a(Radesky et al., ,2016b(Radesky et al., , 2016c. Parents can also implement several mediation techniques, which can help reduce the negative effects of screen-based media. ...
... Media emotion regulation refers to the use of media to regulate or calm difficult emotions, such as boredom, sadness, or anger (S. M. Coyne et al., 2021;Radesky et al., 2016). Parents have often used media emotion regulation practices with young children to help calm difficult emotions. ...
... Although this is not a new parenting technique (Gantz & Masland, 1986), mobile media devices such as smartphones have revolutionized both the practice of media emotion regulation specifically, and the relationship between media use and regulation generally (Choe et al., 2022). Furthermore, media emotion regulation is a common parenting tool, with one pre-COVID-19 pandemic study finding between 40% and 70% of parents use media and technology to help calm their children (Radesky et al., 2016). Despite being a relatively common practice, researchers have voiced concern regarding the developmental implications of media emotion regulation practices, as such processes may displace opportunities for children to learn other regulation strategies (e.g., Choe et al., 2022). ...
... What is of concern, however, is when media emotion regulation processes in early childhood are so often relied on that they take away from opportunities for children to learn other emotion regulation strategies. Research suggests that although the majority of parents use media emotion regulation strategies at least sometimes (Radesky et al., 2016), one study found that on average, parents report using this technique no more than "rarely" or "sometimes" (S. M. Coyne et al., 2021). ...
Using the ABC-X model of family stress, this study examines how parent resources and deficits of resources (e.g. depressive symptoms, problematic media use) relate to parents’ use of media emotion regulation practices, as well as the moderating role of child emotional reactivity and household income in these processes.Survey data from 598 parents of 3–7-year-olds in the UnitedStates, 33.44% White, 23.58% Black, 19.40% Hispanic, 18.90%Asian, and 4.68% multi-racial/ethnic, was examined in an SEM framework. Analyses revealed parents’ problematic media use and child emotional reactivity related positively to media emotion regulation practices. Furthermore, the relationship between parent problematic media use and media emotion regulation practices was significantly moderated by both child emotional reactivity and household income. As child emotional reactivity increased, the relationship between parent problematic media use and media emotion regulation practices strengthened (becoming more positive). The same pattern was found for household income.Results underscore the interacting roles of parents’ own relation-ships with media, child reactivity, and household income in shaping media emotion regulation practices. Findings suggest that support-ing parents in improving their media relationships may reduce their tendency to use devices to calm children, especially among affluent parents or parents of highly reactive children.
... Parents often give digital devices to their child to "safely" engage them ("baby-sitter" function), and to regulate their emotions or behavior (38)(39)(40). Kabali et al. (41) found that 65% of parents use mobile devices to keep their child calm in public places. Television is also commonly used as a calming tool for children (42,43). ...
... This suggests that difficult temperament (entailing low self-regulation skills) leads to PDER, which, in turn, leads to problematic media use. In line with this, children with social-emotional difficulties, poor self-regulation and a difficult temperament have a higher chance of being given digital technology as a calming tool or as a baby-sitter (39,42,43,67,68) and perhaps as a result, they use more media later (37,62,64,69). ...
... Poorer baseline anger/frustration management skills (i.e., higher anger) tendentiously predicted higher occurrence of PDER at follow-up. This result is in line with cross-sectional findings showing that children with social-emotional difficulties, poor self-regulation and a more difficult temperament have a higher chance of being given digital technology as a calming tool or as a baby-sitter (39,43,67,68) and with longitudinal studies showing that these problems lead to using more media later (37, 42, Frontiers in Child and Adolescent Psychiatry 62, 64). Our study is the first longitudinal study in support of poor emotion regulation leading to higher chances of parental digital emotion regulation, although the association was only marginally significant (p = 0.094). ...
Introduction
Parents often use digital devices to regulate their children's negative emotions, e.g., to stop tantrums. However, this could hinder child development of self-regulatory skills. The objective of the study was to observe bidirectional longitudinal associations between parents' reliance on digital devices to regulate their child's emotions and self-regulatory tendencies (anger/frustration management, effortful control, impulsivity).
Methods
Parents (N = 265) filled out the Child Behavior Questionnaire—Short Form and the Media Assessment Questionnaire twice: the initial assessment (T1) took place in 2020 (mean child age = 3.5 years old), and follow-up (T2) occurred a year later in 2021 (mean child age = 4.5 years old).
Results
Higher occurrence of parental digital emotion regulation (PDER) in T1 predicts higher anger and lower effortful control in T2, but not impulsivity. Higher anger in T1, but not impulsivity and effortful control, predicts higher PDER in T2.
Discussion
Our results suggest that parents of children with greater temperament-based anger use digital devices to regulate the child's emotions (e.g., anger). However, this strategy hinders development of self-regulatory skills, leading to poorer effortful control and anger management in the child.
... Understanding the circumstances under which parents permit their children to use mobile devices can offer valuable insights. Studies indicate that children are most commonly allowed to use mobile devices during household chores, in crowded situations, when their relatives are using mobile devices, or when their parents are absent from home (Radesky, Peacock-Chambers, Zuckerman & Silverstein, 2016). This intermittent usage pattern suggests that mobile device usage occurs in specific contexts rather than consistently. ...
... Older children spent more time using mobile devices compared to younger children. Another study by (Radesky, Peacock-Chambers, Zuckerman & Silverstein, 2016) focused on children aged 6 months to 4 years and found that the child's age influenced the types of activities engaged in on mobile devices. Younger children were more likely to engage in passive activities such as watching videos, while older children tended to engage in more interactive activities like playing games or using educational apps. ...
... Findings from s study on parental beliefs, knowledge, and practices regarding mobile device use among young children revealed that parents who reported allowing their children to use mobile devices during daily tasks, such as housework, were more likely to have higher overall mobile device usage among their children (Radesky, Peacock-Chambers, Zuckerman & Silverstein, 2016). Similarly, (Kabali, Irigoyen, Nunez-Davis, Budacki, Mohanty, Leister, & Bonner, 2015) examined the impact of mobile device use during daily routines on parent-child interactions and children's behavior. ...
... Interestingly, also in our study, associations between screen time and hyperactivity and concentration problems were the most robust ones, prevailing as significant in the final adjusted models. It has also been suggested that parents in less affluent families would be more prone to use mobile technology to calm their children or keep them quiet, particularly parents who express lower perceived control over their children's behavior and development [34]. However, in our study, most of the parents were welleducated. ...
... For example, it is possible that the child's behavioral problems could be related to higher amount of screen time. This is supported by a study of Ansari et al. [16] which shows that preschooler's hyperactive behavior increased their screen viewing over time (see also Radesky et al. [34]). Moreover, parents' behavior and psychological well-being might be related to screen time with multiple ways -for example some parents might use e-media devices as a tool to calm their children down, especially among children with socio-emotional difficulties. ...
... Furthermore, there is a possibility that stressed mothers allow more screen time to cope with the child's problem behaviors. For example, Radesky et al. [34] argue that when parents do not have control over the child's behavior it might cause both the stress and allowance of child's extensive media use. One example of complex relationship between the studied factors (appearing also in our study) is a work by Parks et al. [42] where authors noticed that parents who expressed not wanting their stress to affect their child were the same parents that allowed their child to watch television. ...
Background and objectives
Electronic media (e-media) has become a universal part of young children’s daily lives. Previous studies have found an association between increased screen time and children’s psychosocial symptoms. We investigated whether parents’ psychological distress and parenting style dimensions explain the association between children’s screen time and psychosocial symptoms. Moreover, we investigated whether parents’ mental well-being and parenting style dimensions moderate this association.
Methods
We used data from the Finnish CHILD-SLEEP birth cohort study. Parents and the child were assessed when the child was 5 years old (N = 671). The measure of screen time included program viewing from TV and other devices. Child’s psychosocial problems and parents’ depression, stress and parenting style dimensions were assessed by self-reports.
Results
A high level of screen time in children was associated with attention and concentration difficulties, hyperactivity and impulsivity symptoms as well as internalizing and externalizing symptoms among 5-year-olds. For the most part, the associations remained significant despite controlling for parents’ mental health, parenting style dimensions and multiple background factors, especially associations relating to attention and concentration difficulties and hyperactivity symptoms were robust. Maternal stress and depression moderated the association between children’s screen time and psychosocial symptoms, indicating a more pronounced association among stressed or depressed mothers.
Conclusion
There is an independent association between children’s screen time and psychosocial symptoms which is especially pronounced among those children whose mothers had poorer mental well-being. In clinical practice, the length of screen time should be inquired already at a young age and parents should be offered guidance to reduce the possible ill effects of excessive screen time, as well as help with their own mental health problems.
... In today's digital age, parents often rely on mobile phones as a 'digital pacifier' to assist in their parenting tasks immediately. Preliminary empirical studies have suggested that children with behavioural problems tend to consume more media, possibly as a strategy employed by parents to calm children down when they are upset due to a lack of effective strategies to address externalising problems Kabali et al., 2015;Lau et al., 2023;Nikken & Schols, 2015;Radesky et al., 2014Radesky et al., , 2016Tao & Lau, 2023;Wartella et al., 2013). During the social isolation restrictions imposed during the pandemic, when the choice of activities was limited, parents may be more likely to let children with higher levels of externalising problems to use mobile phones to keep children occupied, maintain a sense of peace and quiet, and ensure children's engagement and compliance during various activities (e.g., eating and riding on public transit). ...
... However, using mobile phones as a quick fix to calm children fails to address the child's underlying behavioural issues (Radesky et al., 2016). Moreover, this ineffective parenting strategy may ultimately contribute to distress in parents. ...
... The current investigation of the underlying mechanism in the relation between child externalising problems and parents' distress in the context of the COVID-19 pandemic offers valuable insights for future similar situations where these behaviours are heightened. This study extends previous literature on this topic from infants, toddlers, and preschoolers (e.g., Radesky et al., 2014;Radesky et al., 2016) to focus on children aged 5-12, which is broadly classified as middle childhood. Children aged 5-12 years are undergoing crucial developmental tasks and are prone to exhibiting externalising problems (Kim et al., 2015;Van der Ende et al., 2016). ...
Child externalising problems, such as acting out and hostility, have been found to be significant stressors for parents, leading to increased distress levels. This cross‐sectional study examined the mediating role of parents' use of mobile phones to soothe or engage children in the association between child externalising problems and distress in parents. Altogether 937 parents of children aged 5–12 reported their child's externalising problems, child's mobile phone use, and their distress through an online survey. The findings indicated that parents of children with high externalising problems are more likely to use mobile phones to soothe their children and keep them engaged in daily activities, which, in turn, is associated with higher distress in parents. Child externalising problems and distress in parents remained significantly and positively associated even after accounting for the mediating effect. The results highlight the child‐driven effect on distress in parents through parenting behaviours, indicating the importance of providing alternative parenting strategies to cope with child externalising behaviours, in order to promote parental emotional well‐being.
... 46,56 For example, Radesky et al discovered that mothers with higher parenting stress and lower parenting efficacy are more likely to use electronic media to keep their children quiet or calm, particularly for children with behavioral and social-emotional difficulties. 57,58 Similarly, Elias and Sulkin found that digital media helped stressed parents carry out parenting duties or complete complex tasks, such as providing relatively safe activities for children during mealtimes. 46 Furthermore, research has consistently suggested that media use as parenting tools, especially NIUMP, was positively and significantly related to excessive screen time in children. ...
... 43 However, mothers with high parenting stress would be less involved in childrearing and turn to other helpful and convenient methods, such as digital media. 57,92 For example, Radesky et al's research indicated that higher levels of parenting stress were more likely to lead parents to rely on digital media to manage or regulate children's behavior and that these parenting behaviors are NIUMP. 57,58 However, these negative digital practices would cause excessive screen exposure and developmental problems in children. ...
... 57,92 For example, Radesky et al's research indicated that higher levels of parenting stress were more likely to lead parents to rely on digital media to manage or regulate children's behavior and that these parenting behaviors are NIUMP. 57,58 However, these negative digital practices would cause excessive screen exposure and developmental problems in children. 15,49,93 To prevent children's problematic media use and address the concerns related to the COVID-19 pandemic or similar adverse events, distressed parents, particularly mothers, should be offered psychological health interventions and scientific parenting support. ...
Introduction
Maternal distress increased during the COVID-19 pandemic, significantly impacting children’s media use. The purpose of this study was to explore the influence mechanism of maternal COVID-19 distress on preschoolers’ problematic media us through a moderated mediation model; specifically, we examined the possible mediating roles of parenting stress and negative instrumental use of media in parenting and the moderating role of supportive co-parenting.
Methods
An online survey was conducted in a sample of 1357 children (Mage = 4.01, SD = 1.06; 47.4% boys) and their parents from six public kindergartens in Shanghai, China. The mothers provided information by completing measures on their levels of distress related to COVID-19, parenting stress levels, digital parenting practices, and perception of supportive co-parenting from their partners. Additionally, both parents rated their children’s problematic media use.
Results
(1) maternal COVID-19 distress was significantly and positively related to children’s problematic media use; (2) this relationship was sequentially mediated by parenting stress and parents’ negative instrumental use of media in parenting; and (3) supportive co-parenting moderated the serial mediation path by reducing the effect of maternal COVID-19 distress on parenting stress.
Conclusion
The findings provide some support and guidance for preventing children’s problematic media use and enhancing parental adaptation during the COVID-19 pandemic or in potentially adverse situations.
... 44,54 Additionally, parents who are distracted by their phones tend to exhibit decreased parental responsiveness and lower emotional availability during interactions with their children. 32,55,56 This decreased parenting quality may lead parents to choose digital media as an easier regulatory strategy to soothe children rather than utilizing behavioral management or emotion regulation strategies, 57,58 which may further reinforce PMU in children. Moreover, children with high NA are more likely to experience negative emotions (eg, a feeling of exclusion) triggered by parental phubbing. ...
... 88 This, in turn, leads to mothers' increased tendency to use mobile technology as a means to soothe their children's frequent crying and tantrums. 58 Consequently, children with high NA may experience more PMU, as they are more likely to be left in charge of digital device use alone without proper parental mediation. ...
Purpose
Given that mother plays the main nurturing role in a family unit and their unique influence on children’s development, the current study aimed to examine the influence of maternal phubbing on children’s problematic media use and the independent and interactive moderating role of children’s negative affectivity and effortful control.
Methods
Participants were 1986 children aged 3 to 6 years in Shanghai, China. Their mothers were asked to complete a series of questionnaires including parental phubbing scale, problematic media use measure, and child behavior questionnaire. To investigate the moderating influence of children’s negative affectivity and effortful control, hierarchical linear regression analyses were conducted using SPSS 24.0. Simple slopes analyses and the Johnson–Neyman technique were further used to depict moderation effects.
Results
Maternal phubbing was associated with higher levels of problematic media use in preschool children (β = 0.18, p <.001, [0.14, 0.22]). Children’s negative affectivity acts as a risk factor, exacerbating the adverse effects of maternal phubbing on children’s problematic media use (β = 0.05, t = 2.69, p < 0.05), whereas children’s effortful control acts as a protective factor, buffering the link between maternal phubbing and children’s problematic media use (β = −0.10, t = −5.00, p < 0.001).
Conclusion
These results suggest that interventions seeking to promote appropriate digital development in preschoolers should take the child’s temperament into account and be complemented by active parental mediation and involvement.
... Although the use of these devices can be claimed as a way for parents to calm their child [4], and these devices can have benefits in terms of learning when consumed in moderate "dosages" [5,6], these devices' excessive use represents a risk factor at many levels. For example, a high use of multimedia devices has been associated with a higher propensity for future metabolic and cardiovascular diseases, childhood obesity, and low physical activity [7,8]. ...
... Still, our results indicate a higher mean of multimedia device usage in children of parents without an academic degree. Increased electronic device usage among these children could be driven by the fact that families with lower academic backgrounds often have fewer resources to provide traditional educational materials and/or could be due to the parents relying on them for various tasks, such as communication, information seeking, and entertainment [4,20]. This suggests that these parents are more susceptible to increasing the risks to their children's development through these means, stressing the importance of family support policies in this matter [32,47]. ...
There is growing concern about the relationship between screen use by young children and negative effects on their development, as children with developmental and socioemotional impairments tend to have difficulties in their relationships and increased academic problems. The aim of our study was to analyse the relationship between the use of multimedia devices and paediatric symptoms in children below 5 years old. Data from 534 Portuguese parents of children aged from 18 to 57 months were collected via a self-report questionnaire. Children’s daily exposure to multimedia devices was nearly 2 h per day. Paediatric symptoms were positively associated with watching television and screen time and negatively associated with parents’ working hours. Touchscreen use was more frequent among girls and older children. Parents’ working hours comprised the most significant predictor of paediatric symptoms. Our findings reinforce past findings on the adverse links between the use of multimedia devices and paediatric symptoms and also highlight the influence of other variables like the child’s age and gender, as well as parental factors. The need to both create a more comprehensive framework regarding the long-term effects of multimedia device use and delineate effective strategies for prevention and intervention with parents and children is discussed.
... This is despite the fact that parents report concern that their children's media usage is replacing opportunities for important social skills to develop or influencing children's attentional capacities. For example, parents of 15-to 36-month-olds at the Women, Infants, and Children (WIC) nutrition clinics were asked about their children's socioemotional development and their use of mobile devices: specifically, whether mobile devices were used during family routines, such as at bedtime or while doing chores, and if they used devices to calm their infants (Radesky, Peacock-Chambers, Zuckerman, & Silverstein, 2016). Parental report of socioemotional difficulties was associated with parental use of mobile devices as a calming tool but not with other uses. ...
... It is unknown whether parents with more difficult infants use mobile devices more for calming, whether parents who felt more overwhelmed used mobile devices, or if mobile devices were likely to result in more socioemotional difficulties. The authors speculated that frequent use of mobile devices for selfregulation may result in the development of fewer other regulatory strategies by parents and children (Radesky et al., 2016). ...
... Other research suggests that using screens as means to regulate toddler behavior may have a negative impact on their development of self-regulation. For instance, if a child is throwing a tantrum in a public space, parents may hand the child a portable device to help distract them from their experience of negative emotions (Cardoso Azevedo et al., 2022;Radesky et al., 2016aRadesky et al., , 2016b. The use of screen-based emotion regulation strategies by parents has been linked to the development of more problematic media use (ex., loss of interest in activities that don't involve screens) in toddlers (Coyne et al., 2021). ...
... Findings from another study with American mothers showed that media allowed them to connect with family members and that it helped alleviate some of the challenges of motherhood (Coyne et al., 2022a(Coyne et al., , 2022b. Parents also report that mobile device use helps them reduce feelings of stress (Radesky et al., 2016a(Radesky et al., , 2016b. Mobile phone use also helps parents mentally escape during more negative or boring childrearing activities. ...
Most children grow up in homes with easy access to multiple screens. Screen use by children between the ages of 0 to 5 has become a worldwide preoccupation. In the present narrative review, we examine child and parent screen use and its contribution to physical, cognitive, and social developmental outcomes. As research has mostly focused on the adverse consequences of screen media, we aim to depict both the negative and the positive influences of screen usage. To provide a more nuanced portrait of the potential benefits and harms of screen use, we examine how consequences of media use vary according to the content of media (ex., educational, violent), context (ex., using screens during mealtimes), and the nature (ex., passive vs active use) of child screen use. Our review supports existing screen time guidelines and recommendations and suggests that media content, the context of use, and the nature of child use, as well as the parent's own screen use, be considered clinically. Future research should seek to clarify how these dimensions jointly contribute to child screen use profiles and associated consequences. Finally, child sex, behavioral/temperamental difficulties, and family adversity appear to contribute to child screen use and its consequences and should be considered in future research. Suggestions for harm-reduction approaches are discussed.
... O impacto das mídias de telas sobre o desenvolvimento infantil depende de diversos fatores, tais como a idade da criança, o tipo de conteúdo, o contexto social e o tipo interação com a mídia (ANDERSON; SUBRAHMANYAN, 2017). Radesky et al. (2016) realizaram um estudo transversal com famílias de baixa renda com filhos com idade entre 15 e 36 meses, no qual foi avaliado o desenvolvimento socioemocional das crianças. Na pesquisa foram coletados dados referentes aos contextos de uso de dispositivos móveis da criança e a percepção dos pais acerca do controle sobre o comportamento dos filhos. ...
... As pesquisas também sugerem que o uso indiscriminado de dispositivos móveis na infância pode acarretar prejuízos na qualidade de sono (CHEUNG et al., 2017;RIBNER et al., 2019;SOHN et al., 2019), atraso da linguagem (HUTTON et al., 2020;MOON et al., 2018), funções executivas (McHARG et al., 2020) e controle socioemocional (LIU et al., 2021;RADESKY et al., 2016) nas crianças, além de empobrecer a interação social entre pais e filhos e promover o entretenimento solitário (McDANIEL; RADESKY, 2018). Todavia, a relação entre tempo de atividades com mídias móveis de tela e prejuízo no desenvolvimento infantil pode ser frágil e, quando significativo, geralmente fraca (ver JUSIENÉ et al., 2020;PRZYBYLSKI;WEINSTEIN, 2019). ...
Neste capitulo, apresentamos uma revisao da pesquisa sobre o uso de mídias de tela por criancas. Também apresentamos os resultados da pesquisa feita com uma amostra infantil. Na pesquisa relacionamos os resultados do desempenho em teste de atencao das criancas com a resposta dos pais sobre os habitos digitais de seus filhos/filhas. (In this chapter, we reviewed the literature on the children's use of screen media. We also present the results of the research carried out with a child sample. In the research, we related the results of the children's attention test performance with the parents' response about their children's digital habits.)
... In contrast, parental warmth might buffer the development of problematic media behaviors since parents may be more likely to be patient over media transitions and more involved in learning media related skills. Given that media has been shown to serve as a peace keeping tool in responding to or preventing family conflict (Radesky et al., 2016), it is plausible to hypothesize that negative parent-child relationships may be a risk factor in the development of child PMU. Taken together, parental well-being is critical to early positive interactions between parent and child, thus, it is surprising that there is limited research examining this in the context of PMU. ...
... Research specifically exploring how parent-child relationships influence children's PMU has found that dysfunctional communication between mothers and young children was related to children's PMU , and that stronger attachment security between primary caregivers and children was associated with less PMU . Associations have also been shown between low parental control over child behavior and development and increased use of giving mobile technology as a tool to calm the child or keep them quiet (characteristics of PMU) (Radesky et al., 2016). Little other research, however, has explored how parent-child relationship quality predicts children's PMU, despite evidence suggesting this relationship may serve as an important risk or protective factor. ...
... Babies are subjected to background TV, while parents and siblings watch their shows on television [4]. Sometimes parents and caregivers use media and other devices as a calming tool for children [6]. Children of today's generation are growing up with technology such as mobile and smart devices in residential and academic settings [7]. ...
... Radesky et al. [6] conducted an observational survey to examine the correlation between children's socio-emotional development and mobile technology use. The study comprised 144 parents and children (15-36 months). ...
Technology has become integral to children’s lives, impacting many aspects, from academic to socialization. Children of today’s generation are growing up with digital devices, such as mobile phones, iPads, computers, video games, and smart gadgets; therefore, screen time has become ubiquitous in children’s daily routines. This paper provides a review of screen time usage and its impact in children across multiple developmental domains: cognitive, language, physical, and socio-emotional domain of children under eight years of age. The cognitive domain considers factors such as attention span and memory; language domain examines vocabulary, speech, and language development; physical domain focuses on motor development, exercise, sleep, and diet; and social-emotional domain considers relationships, self-identity, and emotional behaviors/regulation. Our findings are mixed, as there are both benefits and drawbacks in technology use, but screen time in children requires controlled observation and monitoring for sustainable improved progress across developmental domains. Specific recommendations advise that children’s screen time per day should be limited to zero minutes (min) (0–2 years), <60 min (3–5-years), and 60 min (6–8 years).
... Indeed, due to the ease of access, mobile media devices may have stronger implications, compared to television, for child emotion regulation development as they can be used more frequently (Choe et al., 2023;McNeill et al., 2019;Roberts et al., 2022). Recent work shows that mobile screen media is used more commonly as a pacifier for children who already experience regulatory difficulties and in situations where parents want to calm children, such as while doing chores and at restaurants (Radesky et al., 2016), and has a stronger effect on self-regulation compared to television (Choe et al., 2023). Media also lends to the development of disadvantageous media use habits, which can have further implications for emotion regulation. ...
Media use for emotion regulation, such as occupying children when they are bored or distracting them from negative emotions, is a common practice for parents in the United States, but it has been linked with weaker emotion regulation skills among young children. This association has not been examined in the presence of other family context variables, such as parent reactions to children’s emotional expressions or quality of the child-parent relationship, however. This survey study (N = 449, 53% fathers) examines parents’ use of media for child emotion regulation within a tripartite model of adjustment. Media use for emotion regulation associated with greater emotion regulation skills for children (ages 4–7). There was not a significant relation between media use for emotion regulation and children’s emotional maladjustment, however. Greater frequency of parents’ negative reactions to their children’s emotions was significantly associated with more internalizing and externalizing issues for children but also with better emotion regulation skills. Further, better parent-child relationship was associated with fewer internalizing and externalizing issues and better emotion regulation skills. We outline theoretical and practical implications and discuss future directions to further assess the effects of family context on children’s emotion regulation.
... Context of use refers to the way children use digital media within their families (Barr, 2019). The possibility of learning from screens increases when toddlers use media in interaction with a meaningful parent (Radesky et al., 2016). Nevertheless, parental mediation of media use was mainly focused on reacting to child demands (Domoff et al., 2020). ...
... На протяжении десятилетий телевизор использовался в качестве «электронной няни», однако последние данные свидетельствуют о том, что чрезмерное использование цифрового контента более вероятно у младенцев и малышей с «трудным» для родителей темпераментом [123,126] или проблемами саморегуляции [100]. Малышам с задержкой социально-эмоционального развития чаще дают мобильное устройство, чтобы успокоить их [101], особенно если их родители сталкиваются с проблемами родительского контроля. ...
Представлен анализ воздействия цифровых технологий на детей различного возраста. Выделены положительные и негативные аспекты воздействия электронных устройств на психофизическое состояние детей раннего возраста. Особое внимание уделяется взаимодействию ребенка со взрослыми, где цифровые технологии играют вспомогательную роль. Подтверждена способность детей усваивать знания из высококачественных телепрограмм. Отмечено положительное влияние социальных медиаресурсов на обучение и общение. Рассмотрена связь между медиаконтентом и сном, а также риском ожирения детей. Описывается связь восприятия рискованного поведения в цифровой среде и подражания, а также взаимосвязь между использованием социальных сетей и депрессией. Выделены риски столкновения детей с кибербуллингом и секстингом. Отмечена важность поддержания баланса между технологиями и семейным взаимодействием.
(The analysis of the impact of digital technologies on children of different ages is presented. The positive and negative aspects of the impact of electronic devices on the psychophysical state of young children are highlighted. Special attention is paid to the interaction of the child with adults, where digital technologies play a supporting role. The ability of children to assimilate knowledge from high-quality TV programs has been confirmed. The positive impact of social media resources on learning and communication is noted. The relationship between media content and sleep, as well as the risk of childhood obesity, is considered. It describes the relationship between the perception of risky behavior in the digital environment and imitation, as well as the relationship between the use of social networks and depression. The risks of children encountering cyberbullying and sexting are highlighted. The importance of maintaining a balance between technology and family interaction was noted).
... 2,7,8 Children with neurodevelopmental disorders such as autism spectrum disorder (ASD), speech language delay (SLD), and attention deficit hyperactivity disorder (ADHD) already struggle with social and emotional regulation and are particularly prone to increased SVT and its adverse effects. 2,[9][10][11] Research has shown that SVT is higher in children with neurodevelopmental disorders compared to the general population. 9 Additionally, SVT at 1 year of age has been linked to autism symptoms at 3 years of age. ...
Introduction: This study aimed to determine patterns of screen viewing time (SVT) in preschool children with developmental, behavioural or emotional (DBE) issues, and to identify its relationship with social-emotional development. Method: This cross-sectional study involved children aged 0–5 years who were referred to a developmental paediatric clinic for DBE issues. Parents completed a screen time questionnaire, and the Devereux Early Childhood Assessment-Clinical (DECA-C) questionnaire which assessed the social-emotional competence of the children. Data were analysed using logistic regression, correlational analyses and tests of comparison. Results: Among 225 children (mean age: 32.4 months), mean daily SVT was 138 minutes. More than half (51.1%) of the children had clinical features of language delay, while 26.6% had features suggestive of autism spectrum disorder. Screen time was first introduced at a mean age of 13.8 months, with 32.4% of children previously experiencing higher SVT. Compared to SVT introduction after 1 year of age, SVT in the first 12 months was primarily to facilitate feeding (P<0.05). Children with higher past SVT had poorer attention, more aggression, and increased behavioural concerns. Children with DBE issues have significantly more screen time than same-aged peers. Conclusion: Children with DBE issues are exposed to SVT at a very young age and have significantly more screen time than their peers. It is crucial to guide parents to reduce SVT in early childhood, particularly around mealtimes.
... Also, regarding the evaluation of screen exposure, future studies should address not only the time and frequency of exposure but also the contents and modalities [112], for example, considering who the devices are used with and which types of activities are played. For instance, it has been shown that using mobile technology as a calming tool for upset children particularly affects their self-regulation skills [113]. Also, considering factors such as the passive vs interactive use of each media device, the solitary screen time vs screen time as part of social interaction, or analysing the specific content of programs/games, can provide valuable insights into its impact on children's cognitive, socio-emotional, and behavioural outcomes [83]. ...
Environmental variables related to the home context, including home literacy and numeracy, screen exposure and Socioeconomic Status (SES) are potential risks or protective factors for children’s academic achievements and behaviour. The present multi-informant study aims to contribute to this issue by investigating SES’s direct and indirect relationships in early learning (i.e., literacy, numeracy, and cognitive) and behavioural skills within a large sample of young children. One parent and one teacher for each of 1660 preschoolers filled out a questionnaire investigating SES, tablet and TV use, home learning activities, behavioural problems/strengths (parents’ questionnaire), and children’s learning skills and behaviour (teachers’ questionnaire). Results of path analysis showed that tablet time and home learning environment mediate the effect of SES on early learning as assessed by teachers; as for the home learning environment, it was also a mediator of the relationship between SES and behavioural problems. Implications of these results for research in the field and educational policies are discussed.
... Investigaciones al respecto también han señalado que el uso prolongado de herramientas tecnológicas podría generar dificultades de regulación emocional, incrementar niveles de pasividad y restar oportunidades que pueden tener los infantes para construir formas autónomas de regulación que permitan calmarse, a la vez que puede representar menos cantidad de interacciones con población adulta y con el medio, lo cual limita oportunidades de intercambios sociales verbales y no verbales (Gago-Galvagno et al., 2020;Madigan et al., 2020;Melamuda & Waisman, 2019;Radesky et al., 2016). Esto es importante debido a que infantes menores de 2 años necesitan la interacción social con sus cuidadores y la exploración práctica para el desarrollo de habilidades motoras, lingüísticas, cognitivas y socioemocionales (AAP, 2016;Rodríguez Sas & Estrada, 2021). ...
... The child is thereby robbed of opportunities to share the caregiver's attention or imitate their actions and experiences asynchronous emotional expressions (Raudaskoski et al., 2017). Another issue can be parents interfering with the child's developing ability to regulate emotions by letting the child use the phone or other media, for example to distract their children from distress or keep them calm (Elias & Lemish, 2021;John et al., 2023;Radesky, Peacock et al., 2016;Roberts et al., 2022). ...
Mobile phones have become almost ubiquitous, including the lives of parents of young children. This paper examined the question of how parents with young children living in Norway perceive their phone usage. Twelve parents were interviewed individually about situations and for what purposes they used their phones, whether they had discussed mobile media with others and how they felt about it. Interviews were analyzed thematically. Parents reported using their phones mainly for information seeking and communication and networking in their role as parents. Mobile phones were evaluated as positive or helpful to parents. However, situations that were deemed to require parents’ focused attention, such as playing or book-reading were considered inappropriate for using mobile phones, as were mealtimes. Situations in which children were occupied with playing or watching TV were considered acceptable for using mobile phones. Visits to the playground seemed controversial and situational. Being present emerged as a major theme of good parenting and even though brief and important usages of the phone were considered somewhat acceptable while with children, many parents reported feeling guilty about their usage. Several usage reduction strategies were described such as muting the phone or certain notifications or putting the phone away. Despite national guidelines recommending the topic, the majority had not received information about parental screen use from health care personnel. In contrast, many had discussed the topic with friends and family members, sometimes controversially. The results are briefly discussed in light of the previous research and the societal conditions in Norway.
... With conscious guidance from parents, it is possible to ensure that children are minimally affected by both the advantages and disadvantages of technology (Akkoyunlu & Turul, 2002). According to American studies, parents who feel little parental control over their children are more likely to let them use digital devices (Radesky et al., 2016). ...
This research aims to examine parents' views on their primary school-aged children's use of digital devices. The study was designed in a descriptive phenomenology pattern. Thus, the data in the research were collected through semi-structured interviews, which is one of the qualitative research methods. As a result of the analysis, three main categories were created: “Parental Views on Digital Device Use, Parental Mediation in Digital Device Use, and Parental Awareness of Digital Device Use”. The results drew attention to the fact that parents control the time their children spend with digital devices, as well as the need for time limitation and supervision in the digital media. Additionally, the results revealed that the parents allow their children to visit websites that they believe are safe to spend time on digital devices for learning purposes. The findings of this study are anticipated to alert parents of primary school-aged children to the importance of giving their children quality time on digital media while keeping them safe.
... Factors related to children, including self-regulation and temperament, influence caregivers' motivations for allowing the use of screen media. Caregivers of emotionally and behaviorally dysregulated children are more likely than those of typically developing children to use screen media to soothe (Radesky et al., 2016(Radesky et al., , 2023 or gain respite (Chen et al., 2020). In longitudinal studies, compared to children without early externalizing behavior difficulties, children with elevated externalizing behavior early in childhood subsequently spent more time using screens (Ansari & Crosnoe, 2016;Radesky et al., 2014;Thompson et al., 2013), and their caregivers were more likely to provide devices for solo use (Levine et al., 2019). ...
The sharp rise over the past decade in young children's access to various forms of screen media (e.g., smartphones, tablets, TVs) has posed new and significant challenges to caregivers in managing children's use of this type of media. For caregivers of young children with externalizing behavior problems, managing children's time with screen media is especially important and challenging. In this article, we summarize evidence of bidirectional links between early externalizing behavior problems and unhealthy screen media use in young children and discuss the extent to which prior interventions have responded to the needs of caregivers of children with these problems. We propose a conceptual model for an intervention to promote healthy screen media use for children with externalizing behavior problems that leverages current behavioral parenting interventions.
... Other studies found similar results, such as increasing student choice and ownership over their learning, helping students become more goal-oriented, increasing students' engagement and independence with their learning, and giving students more creativity and choice in their learning [10,26,32]. In research on general child media use (i.e., not focused specifically on schoolissued devices), some parents express that media use calms, quiets, and occupies their child, which at times can alleviate parent stress and allow parents to accomplish necessary household tasks and errands [39,40]. Research has also shown positive impacts at times on child behavior from viewing educational or prosocial media [41][42][43]. ...
With many U.S. schools adopting 1-to-1 school device programs, research on the potential impacts of this device usage at home is critical. In this study, we examined elementary school parents’ perceptions of their child’s use of their school-issued device for academic skill-building and entertainment at home. We then examined the associations between these different types of use and children’s learning, behavior, and parent-child conflict over the device use. Overall, we found that children’s use of school devices at home for building academic skills was predictive of positive impacts on learning and child behaviors and less frequent parent-child conflict over use. In contrast, children’s use of school devices for entertainment purposes was associated with negative impacts on learning and child behaviors and more frequent parent-child conflict over use. Additionally, although most parents received some training or resources, many parents felt that device training from schools was insufficient, and parent perceptions of insufficient training were related to less use of the device for academic purposes and greater parent-child conflict. Considering this duality, we offer suggestions for training by schools, which training emphasizes effective child use of school-issued devices within the home.
... If children are emotionally dysregulated prior to, and perhaps concurrently while using media (Paulus et al., 2021), they may use media to calm down or distract themselves (Coyne et al., 2021). Media emotion regulation has been associated with problematic media use patterns and increased social and emotional difficulties (Coyne et al., 2021;Radesky et al., 2016). Media use experiences may also differ by gender. ...
The majority of research on media use in the digital age during early childhood has consisted of parental reports or experimental lab research; however, little research has captured media use in the home. Thus, the purpose of the current study was to capture early childhood media use in the moment it occurs. Participants included 231 parent–child dyads (M child age = 41.17 months) who completed a 1-week study. Parents were contacted multiple times per day via text. If children happened to be using media (or be in a room where media was present) when parents received the notification, parents were asked to take a 10–15 s video of their child. Most families submitted at least one video over the course of the week. These videos were coded in the current study using a coding scheme to capture the context around media use in early childhood (including the environment, child behavior, and media characteristics). Results revealed that children were most likely to view media on a television or tablet. Although most children were paying attention to media, about half were also physically active while consuming media. Another person was present in the majority of videos with children, most frequently siblings or peers. Most children showed a very flat and calm affect while viewing media. These findings were generally consistent across gender and family income. Overall, this study adds to the literature on children and media that uses other methods but provides additional insight into the importance of the specific context during early childhood media use in the digital age.
... Часто семьи рассматривают гаджеты как самый простой способ эффективного кормления (пока ребенок ест, он смотрит мультфильм), развлечения (ребенку дается в руки гаджет с развивающими играми или мультфильмами) и способ заставить детей не мешать родителям, когда они заняты делами. Ряд родителей искренне полагают, что раннее введение гаджетов в обычную жизнь ребенка ускоряет его когнитивное развитие [1][2][3]. ...
... Research has also shown that excessive use of screens and social media can lead to a decrease in face-to-face communication skills in children, which is crucial for healthy social development (Radesky et al., 2016;Uhls et al., 2014). The increased use of screens and social media may result in fewer opportunities for children to interact with their peers and adults, leading to a lack of development in important communication skills such as listening, understanding, and responding appropriately. ...
The COVID-19 pandemic has resulted in significant transformations in people's daily routines worldwide, leading to an unparalleled level of social isolation and reduced physical activity among children. To counteract this, many youngsters have resorted to social media platforms to connect and socialize with their peers. The purpose of this study was to investigate the impact of the pandemic on children's social media usage and examine whether this has resulted in an excess of screen time and negative consequences for child development. To achieve this, the research employed a content analysis approach, examining online content relating to children's social media usage during the pandemic, such as articles, blogs, and social media posts. The study focused on themes such as excessive screen time, social isolation, and child development. The findings revealed a substantial increase in children's use of social media platforms during the pandemic, with many spending excessive amounts of time on these platforms due to a lack of alternative activities and social isolation. Additionally, the study found that excessive social media usage was linked to adverse effects on child development in areas such as cognitive, physical, emotional, and social development. These results emphasize the necessity for parents, educators, and policymakers to address the issue of excessive screen time and promote alternative activities that promote healthy child development, given that the COVID-19 pandemic has resulted in increased social media usage by children.
... At the micro level, child and parent characteristics had a significant impact on excessive ST in Iranian children. Other studies have shown a correlation between child characteristics and the use of DD [40][41][42]. Children's characteristics either lead them to use more DD [43,44] or cause parental fatigue, inability, and despair with respect to managing their behavior, as well as increased parental stress. As a result of dysfunctional interactions between parents and children, parenting styles change. ...
There is evidence that Iranian preschool children are increasingly spending their time in front of screens (screen time: ST; time spent with any screen such as TV, computer, tablets, smartphones, game consoles, or video games), but few studies have explored the possible causes of such an increase. Given this, the present study aimed to qualitatively explore determinants of excessive ST in Iranian children. To this end, parents of preschool children were interviewed, and their answers were qualitatively clustered to identify additional important factors. Key informant interviews were conducted with parents of preschool children in Tehran (Iran). A semi-structured interview was developed to assess child and family life, daily routine, family rules, family interactions, and home climate as possible contributing factors to ST. Parents’ audiotaped statements were transcripted verbatim, coded and clustered into main themes using thematic analysis with the MaxQda® software. A total of 20 parents of children aged 2 to 7 were interviewed, and a total of and six key themes and 28 sub-themes were extracted from their interviews. The results of the analysis identified a broad range of both independent and interrelated factors leading to the development and maintenance of ST behaviors among preschool children. Our findings indicate that the central concept is the family. Considering screen-related behaviors, family life encompasses parental health literacy (e.g. parenting pattern, monitoring standards, thoughtful parenting), family psychological atmosphere (e.g. presence of parents, family norms, parent- parent and parent- child and interaction congruency/ incongruency of parents with each other) and digital structure of home. The child's and parents' actions and characteristics can influence family interactions. A child's and parent's behavior is also influenced by social/ cultural factors. Parents’ behaviors and attitudes, family communications, and interactions contribute to healthy ST habits in children. It is not possible to examine the child's behavior without considering the family and the dominant environment, since the behavior of family members as a whole affects each other. Given this, interventions should make parents aware of their role and responsibilities in reducing children's ST and consider family system as a whole, and interventions also can benefit from considering the parental perceptions of children's behaviors.
... In other words, children do not grow or develop in a vacuum-parents and other caregivers, peers, and technology all exert in uence on children's growth and development (and children also have an impact on these people/groups). Based on Bronfenbrenner's conceptualization, Domoff et al., [15] incorporate social learning and behavioral principles (e.g., reinforcement) to propose the Interactional Theory of Childhood Problematic Media Use (IT-CPU), which showed that household chaos or lack of routines, structure in the home [16] , and parental stress have effects on children's PMU and also pointed that parents' perception of stress levels likely contribute to greater PMU via using screens as a behavior management tool [17] . Therefore, we expected that family dynamics would play a signi cant role in shaping children's PMU. ...
The COVID-19 lockdowns have forced young children to spend more time in front of the media and significantly impacted their mothers' mental health. This study explored how mothers' individual distress influences children's problematic media use during the Shanghai citywide lockdown caused by COVID-19. Data were collected from 1889 Chinese mothers ( M age = 34.69 years, SD = 3.94 years) with preschoolers aged 3–6 years ( M ag e = 4.38 years, SD = 1.06 years; 49.0% boys) via an online survey. The statistical analyses relied on SPSS Statistics version 26.0 and macro-program PROCESS 3.3. to investigate the associations and mediation analysis among all the study variables. The results indicated that: (1) significant associations between individual maternal distress with children's problematic media use; (2) maternal parenting stress and maladaptive parenting serial mediated the relationship between mothers' individual distress and children's problematic media use. The findings imply that parents need to enhance their ability to manage risk and promote mental health during periods of significant stress and routine disruption to reduce children's problematic media use.
... The parents allowed their children to use digital devices to entertain (70%), during mealtime (30%), to calm down (25%), and to let the children sleep (13%), suggesting that the parents mainly using these tools as "peacekeeper" while they are engaged in other activities [12,13,49] (Table 2). ...
(1) Background: The principal aim of our research was to explore the relationship between digital devices use and fine motor skills in children aged three to six years and to explore the effect of some socio-demographic factors. (2) Methods: we enrolled 185 children aged between three to six years. The parents of all the participants fulfilled a questionnaire to explore the digital device use, and their children performed a standardized test to assess fine motor skills (APCM-2). We performed the Spearman correlation test to explore the relationship between different variables. (3) Results: the children spent an average of 3.08 ± 2.30 h/day on digital devices. We did not find a significant association between the time of use of digital devices and fine motor skills (p = 0.640; r = −0.036). The youngest children experienced digital tools earlier than older ones (p < 0.001; r = 0.424) and they were also the ones who used digital tools more time afterwards (p = 0.012; −0.202). The children who had working parents spent more time on digital devices (p = 0.028; r = 0.164/p = 0.037; r = 0.154) and used digital devices earlier (p = 0.023; r = 0.171). (4) Conclusions: This data suggest that it would be useful to monitor the use of digital tools, especially in the very first years of life. Future studies are needed to further explore this topic.
... Some parents, clinicians and researchers have reported that as more mobile apps are being designed and adopted for children with disabilities, these young people are utilising mobile technology as a learning tool and a communication device (Alper, 2014(Alper, 2014(Alper, , 2017Bornman et al., 2020;Fernandes, 2015;King et al., 2020;Olszewski et al., 2022), which benefits communication and learning. These emerging mobile technology adoption and use practices have led to diverse perspectives and controversies among different stakeholders including parents, educators, health professionals and policymakers who hold different views on the impact of mobile technology on children's communication, behavioral and social health (Bornman et al., 2020;Ito, 2017;Kamenetz, 2018;Madigan et al., 2020;Mazurek et al., 2012;Radesky et al., 2016;Sadovoi et al., 2022). ...
Background:
Children with communication disorders experience difficulty in one or more areas of articulation and speech, language, fluency, voice and social communication, and they work with speech-language pathologists (SLPs) to improve their communication. With the rise of adoption and use for mobile applications among special education and healthcare service providers, SLPs also have implemented, and for some, contributed to the design of, mobile applications (apps) during clinical practice. However, how these mobile apps are designed and implemented for clinicians to facilitate their clients' communication and learning experiences during therapy remains underinvestigated.
Aims:
This qualitative research study investigates how mobile apps were designed for clinicians to target assessment and intervention goals. Additionally, it focused on how clinicians adopted these apps while integrating therapy techniques to facilitate their clients' learning.
Methods and procedures:
Informed by the Research, Practice, and Design for iPad Apps (iRPD) framework and the Consolidated Framework for Implementation Research (CFIR), semi-structured interviews were conducted with 37 licensed pediatric SLPs, including 23 SLPs who have used apps and 14 SLPs who have contributed to the design of their own mobile apps. Two rounds of qualitative coding via template analysis and thematic analysis were then used to analyse client and clinician characteristics, clinical practice, therapy tools, app characteristics, influential factors and app design and use recommendations.
Outcomes and results:
Results showed SLPs utilise different genres of assistive, educational and recreational game apps to support children's communication development when working with children who have diverse disorders and therapy needs across different age groups. SLPs who have designed their own apps emphasised the importance of following evidence-based practice, well-researched teaching methods and learning theories. Additionally, multiple financial, sociocultural, political and ethical factors contributed to the design, adoption and implementation of mobile apps during services.
Conclusions and implications:
By understanding the clinician's app use practices situated in various therapy activities and techniques, we specified a list of design recommendations for app designers who are interested in creating mobile apps for supporting children's speech and language development. By bringing insights from both clinical practitioners as well as those with additional technical design backgrounds, this study contributes to the understanding of clinical practice needs and strategies and will lead to the most optimal app design and adoption practice to support the well-being of children with communication disorders.
What this paper adds:
What is already known on the subject Speech language pathologist (SLPs) implement mobile apps for clients with diverse therapy needs, and their app adoption and use are influenced by multifaceted factors. Although prior studies have reported SLPs' mobile app use, additional information is still needed. For example, the research literature does not include how specific technology is used during therapy practice, or specific details about challenges and needs in implementing and utilising the technology. Additional research also needs to include influential factors (e.g., financial, sociocultural, political, ethical) that are considered when selecting, implementing, assessing and designing an app. The lack of research in these areas directly affects the understanding of clinical mobile technology practices and further hinders clinicians' abilities to advocate for better clinical and design decisions towards identifying and implementing effective mobile apps that facilitate children's communication. What this study adds to existing knowledge This qualitative study is the first known empirical research that interviewed pediatric speech-language pathologists who have used and designed mobile apps for children who receive speech-language therapy across different clinical settings. By investigating experiences from clinician stakeholders to illustrate a holistic overview of app design and development to deployment, this study reported finding on (1) how clinicians use mobile apps to help children to participate in different therapy activities, and (2) a list of recommended design and development guidelines that informs the design and use of mobile apps that best support and motivate children to engage in therapy. What are the potential or actual clinical implications of this work? This study disseminates clinician-reported practices of app design and use with pediatric clients across different speech-language disorders, and identifies gaps and needs for clinicians and researchers who are interested in understanding the role of mobile technology in relationship to human communication and interaction. Additionally, the paper demonstrates that SLPs have instrumental roles rather than passive users in influencing the design and implementation of different genres of mobile apps through evidence-based clinical practice, and call for partnerships across clinicians, special educators and technologists to support children's communication development.
... As educadoras também verbalizaram que os pais não têm mais tempo para estarem com os filhos. Logo, os dispositivos móveis, na perspectiva delas, acaba sendo um recurso para relaxarem da rotina estressante e cansativa, justificativa parental que tem sido reportada na literatura (Becker & Donelli, no prelo;Radesky et al., 2016), e que foi compartilhada com o grupo com a finalidade de buscar compreender o que os pais e cuidadores podem vir a sentir, em determinados momentos, buscando assim entender determinadas condutas parentais. Ao final, as educadoras que participaram dos encontros receberam um cartão com um bombom, como agradecimento. ...
It is already known that babies are often exposed to screens during their first year of life. This exposure is mediated by adults, who hand their smartphones or other devices to children for several reasons. What do parents and school caregivers think about baby’s screen exposure? To explore the perceptions of caregivers of babies up to 3 years old about how new technologies pervade family and school routines, affecting children's development, and to provide an opportunity for listening, psychoeducation and reflections, a clinical intervention was proposed. The intervention took place in a kindergarten school located in the metropolitan region of Porto Alegre, RS -Brazil, during three group sessions, using a conversation wheel. The group intervention enabled caregivers to discuss an important theme, which affects the baby’s development and relationships.
... Часто семьи рассматривают гаджеты как самый простой способ эффективного кормления (пока ребенок ест, он смотрит мультфильм), развлечения (ребенку дается в руки гаджет с развивающими играми или мультфильмами) и способ заставить детей не мешать родителям, когда они заняты делами. Ряд родителей искренне полагают, что раннее введение гаджетов в обычную жизнь ребенка ускоряет его когнитивное развитие [1][2][3]. ...
Цель. Провести анализ влияния длительности использования гаджетов на состояние аккомодационно-фузионных функций детей младшего школьного возраста. Материалы и методы. Проведено обследование 84 детей (168 глаз) в возрасте от 6 до 11 лет, из которых сформированы 2 группы. В 1-ю группу вошли 35 детей (70 глаз) с ортофорией на фоне гиперметропии средней степени Hm 4,1 [1,0; 8,75] Д, 2-ю группу составили дети с содружественным сходящимся косоглазием на фоне гиперметропии средней степени Hm 4,3 [0,75; 9,75] Д – 49 пациентов (98 глаз). Всем пациентам проводилось стандартное страбологическое обследование. Также родителям и детям было предложено ответить на вопросы анкеты «Об активном использовании аккомодационного аппарата глаза ребенка». У детей выясняли их предпочтения в использовании электронных устройств. Интервью родителей включало вопросы о том, с какого возраста ребенок впервые начал пользоваться электронными устройствами, о предпочтениях их детей – игры, интернет, а также о том, как часто и как долго дети пользуются гаджетами. Результаты и обсуждение. В результате проведенного анализа фузионных резервов было обнаружено, что резервы конвергенции и дивергенции в двух группах значительно ниже возрастных норм (положительные фузионные резервы – 20–25°, отрицательные фузионные резервы – 3–5°). При исследовании объемов абсолютной и относительной аккомодации выявлено достоверное снижение их средних значений у детей с диагнозом содружественного сходящегося косоглазия в среднем на 1,5–2 Д (р<0,05). Выводы. В результате проведения анкетирования родителей и детей выяснено, что первое знакомство и взаимодействие с гаджетами у 74% пациентов (26 детей) 1-й группы и 63% (31 ребенок) 2-й группы произошло на 3-м году жизни, однако 7% пациентов (3 ребенка) 2-й группы впервые познакомились с электронными устройствами до года. Дети 2-й группы тратят на работу на близком расстоянии в течение дня на 1 час больше, чем пациенты 1-й группы (Ме 5 [3,5; 6,5] часов и Ме 4 [3; 5,5] часа соответственно) (р<0,05).
Purpose. Conduct impact analysis of the duration of the use of gadgets on the state of accommodative-fusional functions of children of primary school age. Materials and methods. We examined 84 children (168 eyes), aged 6 to 11 years, of which 2 groups were formed. Group 1 included 35 children (70 eyes) with orthophoria against the background of moderate hypermetropia Hm 4.1 [1.0; 8.75] D, 2 group consisted of children with concomitant convergent strabismus against the background of moderate hypermetropia Hm 4.3 [0.75; 9.75] D – 49 patients (98 eyes). We performed a standard strabological examination in all patients. Parents and children were asked to answer the questions of the questionnaire "On the active collection of accommodation devices in children". Results and discussion. As a result of the analysis of fusional reserves, it was found that the reserves of congences and divergences in the two groups are significantly lower than the age norms. When detecting the volumes of absolute and relative accommodation, a decrease in their decrease in indicators in children with a diagnosis of concomitant convergent strabismus was detected by an average of 1.5–2 D (p<0.05). Conclusion. As a result of a survey of parents and children, it turned out that the first acquaintance and interaction with gadgets in 74% (26 children) of group 1 and 63% (31 children) of group 2 occurred in the 3rd year of life, however, 7% (3 children) 2 groups first met people who happened before the year. Children of group 2 spend 1 hour more on work at close distance during the day than patients of group 1 (Me 5 [3.5; 6.5] and Me 4 [3; 5.5] hours, respectively) (p<0.05).
As digital media is present in children’s daily lives, the question of the most and least beneficial moments to offer screens naturally arises among parents and healthcare providers. Researchers are trying to answer this question, and so far, there has been an outgrowing trend to recommend avoiding digital media use during sleeping and eating routines. At bedtime, arousal caused by media content and the device’s blue light can alter sleep time, resulting in fewer hours of quality rest. Media use or background TV during mealtime affects children’s eating habits, as they may not pay enough attention to what and how much they eat, which could favor unhealthy eating habits and lead to obesity. Children may also have more access to food and drink advertisements on digital media, which could impact their health and eating habits. In this chapter, we review the latest scientific evidence on the possible outcomes of media use during bedtime and mealtime for child well-being and development. We conclude with practical implications arising from these research results.
Preschoolers spend most of their sedentary time interacting with screens. Studies on developmental consequences of screen time have focused on isolated domains (e.g., language), although previous work suggests that screen time may impact child development globally. This chapter aims to provide a portrait of the overall impacts of screen use on children including a contextualized discussion of the practical significance of observed effect sizes. We also present mechanisms through which screen time is likely to influence development: (1) social learning, (2) overstimulation, and (3) time displacement. We also highlight how the developmental consequences of media use may differ based on individual and family characteristics. Finally, in order to inform harm reduction and positive media use strategies, we describe how media content and context of use are crucial to our understanding of the effects of media use on young children. We conclude with practical recommendations for research and practice.
The maturation of effective emotion regulation (ER) skills is a core achievement of adolescence and youth are now developing their ER habits and skills in a hybrid reality of digital and non‐digital experiences. We present a new model of adolescent digital emotion regulation as a conceptual framework to help guide burgeoning research in this area. We distinguish two primary processes: the regulation of emotions that have been elicited within digital contexts (i.e., the regulation of digitally induced emotions ), and how youth regulate their emotions through digital means (i.e., digitally regulated emotion ). Following the explication of different pathways in the model and consideration of the affordances of digital contexts, we highlight how this framework connects to theory and guides future research.
Okul öncesi çocukların teknoloji kullanımı
Screen time, defined as estimates of child time spent with digital media, is considered harmful to very young children. At the same time, the use of digital media by children under five years of age has increased dramatically, and with the advent of mobile and streaming media can occur anywhere and at any time. Digital media has become an integral part of family life. Imprecise global screen time estimates do not capture multiple factors that shape family media ecology. In this Element, the authors discuss the need to shift the lens from screen time measures to measures of family media ecology, describe the new Dynamic, Relational, Ecological Approach to Media Effects Research (DREAMER) framework, and more comprehensive digital media assessments. The authors conclude this Element with a roadmap for future research using the DREAMER framework to better understand how digital media use is associated with child outcomes.
Bu araştırmanın amacı okul öncesi dönem çocuklarının ekran kullanım özellikleri, dijital oyun bağımlılık eğilimleri, sosyal yetkinlik ve davranış durumları ve ebeveyn rehberlik stratejileri arasındaki ilişkinin incelenmesidir. Nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılan bu araştırmanın örneklemini 2021-2022 eğitim öğretim yılında Denizli ili merkez ilçelerinde, bağımsız anaokulu ve resmi anasınıflarına devam eden çocukların 330 ebeveyni oluşturmuştur.Araştırmadan elde edilmiş olan bulgular çocukların ekranı daha çok ilk çocukluk yıllarında ve tek başına kullandıklarını ve günlük ekran kullanım sürelerinin çoğunlukla 1-2 saat aralığında olduğunu göstermektedir. Çocukların dijital oyun tercihlerinin cinsiyete göre farklılık gösterdiği, erkek çocuklarının kız çocuklarına kıyasla daha çok aksiyon\macera, arcade\refleks, spor, yarış\hız oyunlarını, kız çocuklarının ise erkek çocuklarına kıyasla daha çok simülasyon\rol oyunu ve eğitsel oyunları tükettikleri belirlenmiştir. Ekranı tek başına kullanan çocukların dijital oyun bağımlılık eğilimlerinin, ekranı aile üyeleri ile kullanan çocuklardan daha fazla olduğu ancak ekran kullanmaya başlama yaşının çocukların dijital oyun bağımlılığı eğiliminde fark oluşturmadığı anlaşılmaktadır. Araştırmadan elde edilmiş bir diğer bulgu ise çocukların ekran içerik tüketim puanları ile dijital oyun bağımlılık eğilimi puanları arasında pozitif yönde anlamlı bir ilişki olduğudur.
Media emotion regulation has been defined as parents’ use of media to regulate their children's emotions in early childhood. The purpose of this review is to investigate the predictors of media emotion regulation and its consequences on children's socioemotional development. As predictors of media emotion regulation, parental education level, parental media use, and the child’s temperament were examined. It was observed that parents with low levels of education and higher personal media use more frequently offer their children media emotion regulation than other parents. The relationships between children’s temperamental domains of negative affect and extraversion/surgency and media emotion regulation have been shown as positive, while the relationship between effortful control and media emotion regulation has been displayed as negative. As for the consequences of media emotion regulation on children's socioemotional development, children’s problematic media use, emotional knowledge, and empathy were examined. The relationship between media emotion regulation and problematic media use was displayed as positive; children who frequently experienced media emotion regulation had increased problematic media use. Also, it was shown that media emotion regulation has a negative role in children's emotional knowledge. As children's experience with media emotion regulation increased, their emotional knowledge decreased. Lastly, in the relationship between media emotion regulation and empathy, both positive and negative findings were observed and variables that may influence this relationship were discussed. This study contributes significantly to understanding the conditions under which children more frequently experience media emotion regulation and the role of this experience on children's socioemotional developmentAs the consequences of media emotion regulation on children’s socio-emotional development, children's problematic media use, emotional knowledge, and empathy have been explored. There is a positive relationship between media emotion regulation and problematic media use. As media emotion regulation increases, children's emotional knowledge decreases. Finally, in the relationship between media emotion regulation and empathy, both positive and negative outcomes have been found, suggesting that media content and how children perceive media emotion regulation may influence this relationship. This study offers a significant contribution by exploring the conditions under which children more frequently experience media emotion regulation and its role in children's socio-emotional development.
Background
There is limited understanding of the concept of the digital identity of young children created through engagement on social networking sites.
Objective
The objective of this scoping review was to identify key characteristics of the concept of digital identity for children from conception to the age of 8 years on social networking sites.
Methods
This scoping review was conducted using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. The key databases searched were EBSCO, Web of Science, ProQuest ERIC, and Scopus. Gray literature sources (National Grey Literature Collection, ProQuest Dissertations and Theses, and Google Scholar) were also searched to identify unpublished studies. Articles were selected if they were published in English and reported data on the digital identity of children in relation to social networking sites.
Results
The key terms used in the literature were sharenting, followed by digital footprints and children’s identities. Our study revealed 2 approaches to the creation of digital identity: social digital identity and performative digital identity. The articles in this review most commonly used the term sharenting to describe the behavior parents engage in to create digital identities for children on social networking sites. Motivations to post information about children differed among parents; however, the most common reasons were to share with friends and family and create digital archives of childhood photos, termed social digital identity. The second motivation was categorized as performative digital identity. The risk of digital kidnapping and identity theft associated with the creation of digital identities also influenced parents’ behaviors.
Conclusions
The creation of a digital identity for children is an emerging concept. Our review develops a deeper understanding of sharenting behaviors that can be used to better support parents and their children in creating a digital identity with children and awareness of the potential future impact. We recommend that future studies explore the perspectives of children as key stakeholders in the creation of their digital identity.
The current study examined longitudinal associations between early screen media exposure (assessed at 6, 12, and 24 months) and the child's motor and language/communication development at the ages of 24 and 36 months. We also aimed to study whether these associations varied by socioeconomic status (SES). Participants were 179 parent‐infant dyads, recruited from well‐baby clinic services during routine visits. Child development measures included standardized measures of developmental milestones as assessed by professionals and referral data to child developmental centers. Both measures were retrieved from the official health maintenance organization records by an expert in child development. Results indicated that screen exposure at 6 and 12 months was associated with a higher risk for language/communication deficits at 36 months in children with moderate or high SES but not in children with low SES. Our findings are consistent with existing literature demonstrating cross‐sectional and longitudinal associations between early screen exposure and language development deficits. Given that media use practices and motivations vary among families from different backgrounds, further investigation of the interaction between SES and screen exposure is needed.
Background: Children and teenagers spend a significant amount of time watching screens, which include cellphones, tablets, gaming consoles, televisions, and computers. Regulation of screen time exposure is a crucial matter to avoid the health drawbacks of prolonged screen exposure.
Objectives: Assessment of parents’ knowledge, attitude, and practice of regulation screen exposure among their children under six years old in the western region of Saudi Arabia.
Methods: A cross-sectional study was conducted on a convenience sample of 451 parents of under-six-year-old children in the western region of Saudi Arabia. Data were collected by using an online questionnaire, and a link to the survey was distributed to respondents via electronic platforms as well as to primary healthcare visitors. The data were analyzed using SPSS software.
Results: This study included 451 parents from the Saudi western region. Most of the participating parents were female (64.3%), aged 25-34 years (34.8%), married (86.0%), and had completed their university education (56.1%). This study found that 76.4% of parents had adequate knowledge, 73.1% had a positive attitude, and 69.8% had adequate practice of screen time regulation for their children under six years of age. Factors associated with their good knowledge include being married (p = 0.002), having government work (p = 0.020), having children who use mobile phones, and having children attend kindergarten (p <0.001) for each. Furthermore, highly educated parents showed more positive attitudes than others (p-value = 0.004). Finally, better practice of screen time regulation was noted among highly educated parents (p = 0.011), who had government jobs (p = 0.031), and children who went to kindergarten (p = 0.031) for their children.
Conclusion: In this study, parents of under-six-year-old children possessed overall good knowledge and a positive attitude, but their actual practice of screen time regulation for their children was low, specifically in terms of parental supervision of the content that children watch, their care of children’s regular exercise, and using devices as a method for motivating or punishing their children. Additionally, sociodemographic characteristics like education, occupation, and marital status played a role in this issue. Healthcare professionals such as pediatricians, family doctors, general practitioners, and others can caution parents of young children under six years old about the harmful consequences of excessive screen use. Further longitudinal research is needed to understand the long-term effects of screen time exposure among young children. From this study, further qualitative research would aid in a greater understanding of the impact of parental knowledge, attitude, and practice on their children’s use of screen time.
Importance
It is unclear whether increased television (TV) and DVD viewing in early childhood from age 1 year decreases development or whether poor development increases TV/DVD viewing.
Objective
To investigate the directional association between TV/DVD screen time and performance on developmental screeners in children aged 1 to 3 years.
Design, Setting, and Participants
This longitudinal cohort study analyzed data from 57 980 children and mothers from a national birth cohort, the Japan Environment and Children’s Study. Data were collected in collaboration with 15 regional centers across Japan. The mothers were recruited between January 2011 and March 2014. Analyses using random intercept, cross-lagged panel models were performed for children aged 1, 2, and 3 years. Of 100 303 live births, children with missing developmental screening test scores and screen time data, those with congenital diseases or cerebral palsy, and those diagnosed with an autism spectrum disorder were excluded. Statistical analyses were conducted from October 2022 to July 2023.
Exposures
TV and DVD screen time.
Main Outcomes and Measures
Child development at ages 1, 2, and 3 years was assessed via the mother’s or guardian’s report using the Ages and Stages Questionnaire, third edition.
Results
Of 57 980 included children, 29 418 (50.7%) were male, and the mean (SD) maternal age at delivery was 31.5 (4.9) years. A negative association between screen time and developmental scores was observed. Increased TV/DVD screen times at age 1 and 2 years were associated with lower developmental scores at age 2 and 3 years, respectively (2 years: β = −0.05; 95% CI, −0.06 to −0.04; 3 years: β = −0.08; 95% CI, −0.09 to −0.06). An obverse association was observed from the Ages and Stages Questionnaires, third edition, score in the communication domain at age 1 and 2 years to subsequent screen time (2 years: γ = −0.03; 95% CI, −0.04 to −0.02; 3 years: γ = −0.06; 95% CI, −0.07 to −0.04).
Conclusions and Relevance
In this study, increased TV/DVD screen time from age 1 year negatively affected later development. To reduce the negative consequences of excessive media use, researchers and health care professionals should encourage family media management and recommend social support for parents who tend to rely on the media.
Objective:
To develop and validate the Baby Pediatric Symptom Checklist (BPSC), a brief social/emotional screening instrument for children less than 18 months. The BPSC is modeled after the Pediatric Symptom Checklist (PSC) and is part of the Survey of Wellbeing of Young Children, a comprehensive, freely available screening instrument designed for use in pediatric primary care.
Method:
BPSC items were developed by a team of experts who reviewed existing assessment instruments and relevant research literature. Scale construction and initial validation were conducted with 205 families from pediatric primary care sites and 54 families from referral clinics. A replication sample of 146 additional families were enrolled from an independent set of primary care practices.
Results:
Exploratory factor analysis revealed 3 dimensions of the BPSC: irritability, inflexibility, and difficulty with routines. Factor structure was confirmed in the replication sample. Retest reliability and internal reliability were adequate (intraclass correlation coefficient >0.70) across subscales, with the exception of the "irritability" subscale's internal reliability in the replication sample. Construct validity of the "irritability" and the "difficulty with routines" subscales is supported by correlations with the Parenting Stress Index and the Ages & Stages Questionnaire: Social/Emotional, but the "inflexibility" subscale seems to be distinct from performance on these instruments. Tests of differential item functioning revealed no significant effects for race/ethnicity, child gender, parent education, or family income. Age-based normative data were calculated for each subscale.
Conclusion:
The BPSC assesses 3 domains of behavior for very young children and shows promise as a social/emotional screening instrument for pediatric primary care.
This article describes the development and initial validation of the Preschool Pediatric Symptom Checklist (PPSC), a social/emotional screening instrument for children 18 to 60 months of age. The PPSC was created as part of a comprehensive screening instrument designed for pediatric primary care and is modeled after the Pediatric Symptom Checklist.
Items for the PPSC were developed by a team of experts who reviewed existing assessment instruments and relevant research literature. Scale construction and initial validation (including factor analysis and tests of construct validity) were conducted with 292 families from pediatric primary care sites and 354 families from referral clinics. One hundred seventy-one additional families were recruited from primary care sites to obtain an independent replication sample.
Exploratory factor analysis revealed 4 dimensions of the PPSC: Externalizing, Internalizing, Attention Problems, and Parenting Challenges. These dimensions were incorporated into a bifactor model that displayed a strong general factor, thus supporting the use of a total score. The PPSC total score shows strong internal and retest reliability, and it identifies children who score in the clinical range of a longer, well-validated, and more comprehensive parent-report instrument (the Child Behavior Checklist), as well as children who are reported to have a range of behavioral diagnoses. Moreover, sensitivity and specificity with respect to these criteria were comparable to those of another well-accepted but longer screener, the Ages & Stages Questionnaire: Social/Emotional. Finally, results for the PPSC total scale remained consistent when replicated in an independent sample.
The PPSC shows promise as a social/emotional screening instrument for use in pediatric primary care.
Examine prospective associations between parent-reported early childhood self-regulation problems and media exposure (television and video viewing) at 2 years. We hypothesized that children with poor self-regulation would consume more media, possibly as a parent coping strategy.
We used data from 7450 children in the Early Childhood Longitudinal Study-Birth Cohort. When children were 9 months and 2 years old, parents completed the Infant Toddler Symptom Checklist (ITSC), a validated scale of self-regulation. With daily media use at 2 years as our outcome, we conducted weighted multivariable regression analyses, controlling for child, maternal, and household characteristics.
Children watched an average of 2.3 hours per day (SD 1.9) of media at age 2 years. Infants with poor self-regulation (9-month ITSC score ≥3) viewed 0.23 hour per day (95% confidence interval [CI] 0.12-0.35) more media at 2 years compared with those with 9-month ITSC score of 0 to 2; this remained significant in adjusted models (0.15 hour per day [95% CI 0.02-0.28]). Children rated as having persistent self-regulation problems (ITSC ≥3 at both 9 months and 2 years) were even more likely to consume media at age 2 (adjusted β 0.21 hour per day [95% CI 0.03-0.39]; adjusted odds ratio for >2 hours per day 1.40 [95% CI 1.14-1.71]). These associations were slightly stronger in low socioeconomic status and English-speaking households.
Early childhood self-regulation problems are associated with mildly increased media exposure, even after controlling for important confounding variables. Understanding this relationship may provide insight into helping parents reduce their children's screen time.
Parent views about mobile device use around and by young children: implications for anticipatory guidance Abstract presented at: Annual Meeting of the Pediatric Academic Societies
- Js Radesky
- C Kistin
- S Eisenberg
- B Zuckerman
- M Silverstein
Parental perceived control over caregiving and its relationship to parent-infant interaction
- Jr Guzell
- L Vernonfeagans
Parenting in the age of digital technology: a national survey
- E Wartella
- V Rideout
- Ar Lauricella
- Sl Connell
The role of maternal beliefs in predicting home learning activities in Head Start families
- S Machida
- Ar Taylor
- J Kim