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Impact of Parents Mobile Device Use on Parent-Child Interaction: A Literature Review
Abstract
This review attempts to provide an overview of parents’ mobile device distractions while caring for their children and the implications of this distraction on parent-child relationships. This review was conducted on literature published through November 2016, 27 sources were identified. Overall the continual connection provided by phones combined with the social pressure to respond quickly to calls/messages is leading to increased use and reliance on mobile devices. This increases the potential for parents’ mobile device use to disrupt parent-child interactions. Parents who use their phones during parent-child interactions are less sensitive and responsive both verbally and nonverbally to their children’s bids for attention, potentially leading to lower quality parent-child interactions. Children engage in risky attention seeking behaviors, which may be connected to the increase in childhood injuries. Parents and children express concern over device use as well as its contribution to family conflicts. This review also discusses gaps in the existing literature and proposes directions for future research.
... Technology use in the presence of others can sometimes create both dysfunctional models of use (McDaniel & Radesky, 2018a;2018b) and technoference (i.e., interruptions in everyday interactions with children or other family members due to technology; McDaniel & Coyne, 2016, 2016bMcDaniel et al., 2018). Overall, technoference has been shown to correlate with worse individual, child, and relational well-being in couple and parent-child relationships (e.g., Hiniker et al., 2015;Kildare & Middlemiss, 2017;McDaniel & Coyne, 2016, 2016bMcDaniel et al., 2022;McDaniel et al., 2018;McDaniel & Radesky, 2018a, 2018bNewsham et al., 2019). ...
... Additionally, technoference can at times be common. Regarding specific contexts, mothers of young children who report high levels of phone use also report greater technology interference in almost all their everyday parenting tasks, such as playtime, mealtime, and playtime excursions (Newsham et al., 2019), and this distraction has the potential to lead to child safety issues (Kildare & Middlemiss, 2017). Parents note that their children's behavior suffers when their parenting is disrupted by technology, citing dissatisfaction, tension, and acting out among children (Kildare & Middlemiss, 2017;McDaniel & Radesky, 2018a, 2018b. ...
... Regarding specific contexts, mothers of young children who report high levels of phone use also report greater technology interference in almost all their everyday parenting tasks, such as playtime, mealtime, and playtime excursions (Newsham et al., 2019), and this distraction has the potential to lead to child safety issues (Kildare & Middlemiss, 2017). Parents note that their children's behavior suffers when their parenting is disrupted by technology, citing dissatisfaction, tension, and acting out among children (Kildare & Middlemiss, 2017;McDaniel & Radesky, 2018a, 2018b. Numerous studies also show that parental responsiveness can change due to parent device use. ...
We examined objective smartphone use (via a mobile sensing application) and self-reported desire to change phone use among a sample of 268 U.S. parents of infants. Using the Transtheoretical Stages of Change model as a conceptual foundation, we contextualized their attitudes and behaviors and explored how phone use and desire to change relate to perceptions of distraction and problematic phone use around their child. Latent profile analysis of parents' precontemplation, contemplation, and action scores revealed two classes—precontemplators (15%) and contemplators (85%). Contemplators—those considering or desiring change—showed more bedtime phone use and general social networking than precontemplors; however, there were no significant differences between groups on other objective use measures (e.g., total daily duration of phone use, phone use around child, etc.). Contemplators also showed greater perceptions of problematic use around their child and parenting distraction. Moreover, parents’ problematic use and distraction were predictive of higher contemplation scores, even after controlling for demographic and objective phone use variables. Taken together, these results suggest that perceptions of phone use as problematic may be more important than actual phone habits, especially total phone use duration, for desire to change. Suggestions for future research and intervention are provided.
... Attempts to limit youth screen use do not always predict reductions in problematic behaviors or overall use, and can provoke family conflicts (Francis et al., 2021;Matthes et al., 2021). Youth also express irritation with technologically distracted parents and hold expectations for parents' appropriate screen use (Kildare & Middlemiss, 2017). These mutual frustrations suggest that "whole-family" rules for screen use, followed by both youth and their parents, might benefit healthy screen behaviors at the systemic level. ...
... Indeed, practitioners advise parents to limit their own use of phones for stress relief and to model appropriate habits for children (Radesky & Moreno, 2018). Furthermore, disrupted family interactions resulting from parents' own screen use predict reduced parental warmth and sensitivity (Kildare & Middlemiss, 2017), as well as greater youth anxiety, depression, cyber-aggression (McDaniel, 2019), and problematic smartphone use (Geng et al., 2021;Liu et al., 2020). Additionally, Chinese parents exhibiting signs of problematic smartphone use tend to impose screen restrictions on adolescents without providing accompanying rationales, which could potentially negate any potential protective effects (Hwang & Jeong, 2015), make youth perceptions of parental hypocrisy more salient (Matthes et al., 2021), and reduce adolescents' acceptance of these limits (Francis et al., 2021). ...
... We focused on three context-based restrictions (screen-free zones, screen-free times, and screen curfews) that have been recent foci of pediatric practitioner recommendations (D' Angelo & Moreno, 2019; Moreno et al., 2021), and that could conceivably be applied either specifically to youth behavior or to all members of the family. We first considered the assumption that parents often focus on restricting youth screen use without adopting similar standards for themselves (Kildare & Middlemiss, 2017;McDaniel, 2019), particularly in light of the emphasis on hierarchical parental authority and youth achievement in Chinese families (Chen, 2016). We expected that adolescents would report youth-focused rules to be more prevalent than whole-family rules (H1). ...
Many parents attempt to limit adolescents' screen time without changing their own habits. We examined whether "whole-family" versus "youth-focused" restrictions differentially predict social media-related difficulties (procrastination and problematic use), and whether adolescents' impulsive social media behaviors moderated these relationships. Among 183 Chinese early adolescents (58.5% female), whole-family rules negatively predicted procrastination. Impulsivity moderated associations between rulemaking approaches and social media difficulties; youth-focused rules negatively predicted procrastination and problematic use for highly impulsive adolescents, while whole-family rules held no associations or predicted increased difficulties. For less impulsive adolescents, however, whole-family rules negatively predicted social media difficulties and youth-focused rules positively predicted problematic use. Results suggest that setting the implementation of screen rules should involve parental participation and consideration of individual differences.
... Studies have shown that parents playing with their cell phones in front of their children will affect the quality of communication and interaction in the family (Mcdaniel and Coyne, 2016;Mcdaniel and Radesky, 2018a). This in turn affects the parent-child relationship (Kildare and Middlemiss, 2017). Sharaievska and Stodolska (2017) found that parents' use of cell phones during family leisure time leads to resentment from other family members who complain that they only love their phones and do not love them. ...
... Previous research has found that adolescents who are neglected and rejected are more likely to experience academic burnout (Luo et al., 2016). In addition, parental phubbing can reduce parent-child relationships (Kildare and Middlemiss, 2017;Niu et al., 2020), while negative parent-child relationships have been found to be an important predictor of adolescents' academic burnout (Pinquart, 2016). And He et al. (2022) found that parental phubbing significantly predicted secondary school students' academic burnout as well. ...
... Communication and parental responses are crucial to children and adolescents' development in the parent-child relationship (Kochanska and Aksan, 2004;Pinquart, 2016;Pinquart, 2017). When parents are distracted by their cell phones at home, children will experience less parental warmth and support (Stockdale et al., 2018), reduce the quality of communication Douglas, 2016, 2018), and affect the parent-child relationships (Kildare and Middlemiss, 2017). Adolescents' development of positive interpersonal interactions and family closeness is significantly influenced by parent-child communication. ...
Based on the limited resource model of self-control, we construct a chain mediation model to examine the relationship between parental phubbing and adolescents' academic burnout, and whether social anxiety and self-control play a mediating role in it. We used 4 questionnaires to investigate parental phubbing, social anxiety, self-control, and adolescents' academic burnout among 828 high school students in Wuhu and Huangshan City, Anhui Province, China. The findings indicated that: (1) parental phubbing, social anxiety, and self-control all significantly predict adolescents' academic burnout directly and (2) parental phubbing could indirectly influence adolescents' academic burnout through three pathways: the separate mediating effect of social anxiety and self-control, and the chain mediating effect on both. The results of this study help parents understand how their phubbing actions affect adolescents' academic burnout and the mechanism of action.
... Fait à souligner : en situation de jeu libre mère-enfant, le niveau de diminution de la responsiveness lors d'une interruption est le même lorsque celle-ci est causée par un questionnaire en ligne auquel les mères doivent répondre ou par un questionnaire papier à compléter (Konrad et al., 2021). De manière générale, les résultats concernant la sensibilité et la responsiveness sont appuyés par deux revues de littérature récentes (Braune-Krickau et al., 2021;Kildare & Middlemiss, 2017). ...
... Les comportements de recherche d'attention négatifs, comme se jeter par terre ou se sauver, pourraient les mettre à risque de blessures. La plus haute probabilité d'adopter des comportements non sécuritaires lorsque les parents sont absorbés par un appareil est bien documentée dans la littérature (Kildare & Middlemiss, 2017). En somme, l'usage des technologies mobiles semble associé à une augmentation des risques de blessures, probablement en raison de la baisse de surveillance des parents lorsqu'ils utilisent leur appareil, et aussi de la recherche d'attention des enfants dans ces situations. ...
... Un des questionnements importants a trait aux répercussions potentielles sur la création d'un lien d'attachement sécurisant dans les premières années de vie de l'enfant, un processus qui repose en grande partie sur la sensibilité et la responsiveness du parent (McDaniel, 2019;Mussat & Sarfati, 2019). Selon Kildare et Middlemiss (2017), qui ont produit une revue sur les effets des technologies mobiles sur l'interaction parent-enfant, des études longitudinales sont nécessaires pour bien comprendre l'association entre l'usage parental des technologies mobiles et le développement du lien d'attachement. Effectivement, les études actuelles suggèrent que l'usage parental des technologies mobiles affecte la sensibilité et la responsiveness de façon ponctuelle, mais il faut vérifier si ces pratiques sont influencées de manière assez significative et durable pour changer le cours du développement du lien d'attachement. ...
... Parents have been found to often use electronic devices during valuable family time, such as at home [16], during meal times [18] and at playgrounds [13,19], and are less attentive and responsive to their young children when immersed in electronic devices, with fewer verbal and non-verbal parent-child interactions [15,16,20]. Consequently, it is argued parental technoference in public is a safety risk to children due to decreased parental awareness and supervision, increasing child injuries [20,21]. ...
... Parents have been found to often use electronic devices during valuable family time, such as at home [16], during meal times [18] and at playgrounds [13,19], and are less attentive and responsive to their young children when immersed in electronic devices, with fewer verbal and non-verbal parent-child interactions [15,16,20]. Consequently, it is argued parental technoference in public is a safety risk to children due to decreased parental awareness and supervision, increasing child injuries [20,21]. Further, observations reveal parents can demonstrate less sensitivity towards their children when digitally distracted, using harsher or angry parenting styles [12,22,23). ...
... The majority of existing research examining parental technoference has focused on younger children (<12), predominantly in the USA. Previous reviews have summarised evidence for impacts on younger children, and on parent-child interactions [16,20,26,27,28]. However, to date, no reviews have explored outcomes for adolescents in this context. ...
Purpose The term ‘technoference’ refers to habitual interferences and disruptions within interpersonal relationships or time spent together due to use of technological devices. Evidence suggests that parental technoference may predispose children’s internalising and externalising behaviours. The aim of this scoping review is to summarise existing literature on the impact of parental technoference on the mental health and deviant behaviours of young people.
Methods A scoping review of literature was undertaken across six databases (APA PsycINFO, MEDLINE, ASSIA, ERIC, Social Sciences Premium Collection, SciTech Premium). Searches included articles examining the impact of parental technoference on adolescent mental health and deviant behaviours. All included studies demonstrated empirical findings.
Results Searches retrieved 382 articles, of which 13 articles met the eligibility criteria. A narrative approach was applied to synthesise the eligible findings. Across all studies, adolescent perceptions of parental technoference were negatively associated to adolescent mental health and were positively related to adolescent deviant behaviours. Parental cohesion and psychological constructs were identified as significant mediating factors.
Conclusion Findings suggest that parents should be aware of the environment in which they use electronic devices as their use can, directly and indirectly, influence adolescent mental health and behaviours. Further research into the impact of parental technoference could inform evidence-informed guidelines for parental management of electronic devices.
... Although it might seem hard to disentangle activities on TV and handheld devices (ie., one could stream movies together on both screen modalities), similar to other adults, parents are often more immersed in handheld compared to TV screen content, even when their child shows risky attention seeking behaviors. 19,20 Parents also show decreased responsiveness and increased harshness toward their child's bids for attention when engaged on a handheld device compared to other distracting tasks. 8,19,20 Additionally, content on handheld devices is typically consumed alone. ...
... 19,20 Parents also show decreased responsiveness and increased harshness toward their child's bids for attention when engaged on a handheld device compared to other distracting tasks. 8,19,20 Additionally, content on handheld devices is typically consumed alone. 5 Indeed, a nationally representative study in the UK assessing time diary data found that mobile device use was common during alone-together time, 21 suggesting that parents and children use handheld devices individually, rather than together. ...
... 25 These associations with mobile screen use are important to consider in parents because they might also contribute to changes in parenting. 7,8,19,20 Because handheld use has very specific impacts on parent-child interactions as compared to TV use, 8,19,20 we need to examine screen time patterns considering different devices, and not only total screen time quantity per se. A handheld device is commonly more distracting compared to a TV because it is used more actively and individually instead of passive (co-)viewing. ...
Digital media screens have become an essential part of our family life. However, we have insufficient knowledge about parental screen use patterns and how these affect children's socio‐emotional development. 867 Canadian parents of 5‐year old children from the TARGet Kids! Cohort (73.1% mothers, mean age=38.88±4.45 years) participated from 2014 to end of 2019. Parents reported parental and child time on TV and handheld devices and completed the Strengths and Difficulties Questionnaire (SDQ). Latent profile analysis (LPA) identified six latent profiles of parent screen use: low handheld users (P1, reference; n=323), more TV than handheld (P2; n=261), equal TV and handheld (P3; n=177), more handheld than TV (P4; n=57), high TV and handheld (P5; n=38) and extremely high TV and handheld (P6; n=11). Parents that were more likely to belong to P6 were also more likely to be living in single parent households compared to P1 (estimate=‐1.49(0.70), p=0.03). High membership probability for P2 (estimate=‐0.67(0.32), p=0.04) and P4 (estimate=‐1.42(0.40), p<0.001) was associated with lower household income compared to P1. Children of parents with higher P4 (χ2=12.32, p<0.001) or P5 (χ2=9.54, p=0.002) membership probability had higher total child screen time compared to P1. Finally, higher likelihood to belong to P6 (χ2=6.82, p=0.009) was associated with higher SDQ Total Difficulties Score compared to P1. Thus, patterns of parent screen use were associated with child screen use and child socioemotional problems. The emerging link between parental screen use profiles and child behaviours suggests the need for more research on parental screen time.
... Conversely, warm and positive parent-child relationships play a crucial role in buffering the negative effects of stressful life events on adolescent development (Affrunti et al., 2014). Parents who frequently engage in extensive media consumption may struggle to provide adequate attention and exhibit less sensitivity to their adolescents' behaviors (Kildare & Middlemiss, 2017;Liu et al., 2013;Wolfers et al., 2020). Consequently, adolescents experiencing academic stress may find it challenging to capture their parents' attention when parents dedicate more time to gaming. ...
... In particular, higher perceived parental game use magnified the effect of academic stress on adolescents' digital game addiction. The more time parents spend gaming, the less likely they are to be attentive to adolescents (Kildare & Middlemiss, 2017;Liu et al., 2013;Wolfers et al., 2020), which makes it difficult for parents to control pathological digital gaming among adolescents. Moreover, adolescents whose parents displayed higher levels of game use were likely to imitate their parents, potentially contributing to their addictive usage. ...
This study examines the relationship between academic stress and digital game addiction, explores the mediating effect of negative mood reduction through digital games, and investigates the moderating effect of perceived parental game use among a large sample of Korean adolescents. Data were collected from the Game Overuse General Survey (GOGS) conducted by the Korea Creative Content Agency in August 2018. Linear regression analysis was performed on a sample of 69,981 participants, and models 4 and 5 of the PROCESS macro were utilized to test the relationship between key variables and their underlying mechanisms. The results reveal a significant positive association between academic stress and digital game addiction. Additionally, the findings demonstrate that negative mood reduction through digital games partially mediates the relationship between academic stress and digital game addiction, and that perceived parental game use significantly moderates the effect of academic stress on digital game addiction. The theoretical and practical implications of these findings are discussed, along with suggestions for future research.
... Scholars reason that the higher elderly people's cognitive level of SSC is, the more often they use SSC products and services such as home security and health monitoring, whose features provide health protection to elderly people in the information society . In reality, where empty nesters abound and intergenerational conflicts erupt frequently (Isengard & Szydlik, 2012), the SSC cognition of older adults can serve as a shared parent-child identity to increase the frequency of interaction, narrow social distance, and improve the relationship between parents and children (Kildare & Middlemiss, 2017). The effect of the parent-child relationship on elderly health has been confirmed in a slew of studies. ...
... Most current studies have explored the direct impact of SSC cognition and the parent-child relationship on elderly health or have explained how SSC cognition affects elderly people's parent-child relationships (Kildare & Middlemiss, 2017). However, there is a lack of a complete and definitive explanation for the interplay between SSC cognition, the parent-child relationship and the health status of elderly individuals (Chan, 2018;Bruggencate et al., 2019). ...
In the context of digital transformation, smart senior care (SSC) cognition among elderly individuals has become an important contributor to their health. Using a sample of 345 older adults derived from the cross-sectional data of a questionnaire survey on the application of home-based SSC services and products among elderly individuals, this study explored how the parent‒child relationship mediated the linkage between SSC cognition and elderly health. To examine the moderating role of internet use, we applied the multigroup structural equation modeling (SEM) approach to test whether significant disparities exist between older adults who use the internet and those who do not on the pathways in the mediation model. After controlling for gender, age, hukou (household registration permit), ethnicity, income, marital status, and education level, we found that SSC cognition exerted significant positive effects on elderly health, in which the parent‒child relationship exerted a mediating effect. As for differences between the elderly with internet use and those without, on the three pathways connecting SSC cognition and health, SSC cognition and parent‒child relationship, and parent‒child relationship and health among elderly individuals, older adults who used the internet were more susceptible than those who did not. The findings are helpful for improving the policy-making on elderly health and may serve as a practical guide and theoretical reference for the promotion of active aging.
... 13 A previous study pointed out that the lack of time mothers spend with adolescent children negatively affects parental conversations and satisfaction with mother-and-child relationships. 15,16 If mothers have a smartphone addiction, their children are less likely to perceive warmth and affectionate care from them, which is critical to forming a secure attachment and achieving positive psychosocial development. 16 Accordingly, children whose needs are not met may experience a sense of neglect or abandonment, while trying to compensate for their longing for warmth and support in relationships by using external means, 11 which eventually develops into addictive behavior. ...
... 11 A recent literature review pointed out that parents who were too absorbed with their smartphones were less responsive to their children, and this pattern eventually led to poor interaction, rarity of both verbal and nonverbal communication, and severe conflicts between parents and children. 15 The results of our study were in line with the above findings, suggesting that the time mothers spend with adolescent children and adolescents' self-esteem play a significant mediating role in decreasing deviant behaviors in adolescents. Reducing smartphone usage among mothers, spending more time with their children, and securing children's self-esteem may prevent the transmission of problematic smartphone use between generations. ...
Purpose:
This study aimed to investigate the serial mediating effects of the time mothers spend with their adolescent children and the adolescents' self-esteem on the relationship between mothers' and adolescents' problematic smartphone use.
Patients and methods:
This study was a secondary analysis of data extracted from the Korean Children and Youth Panel Survey (KCYPS) in 2018, which comprised data on first-year middle school students. Mediation analysis was conducted using Model 6 of the Hayes' PROCESS macro for SPSS.
Results:
The mediating effect of the time mothers spent with adolescents on the relationship between mothers' and adolescents' problematic smartphone use was significant, but the mediating effect of adolescents' self-esteem was not significant. Mothers' problematic smartphone use was found to significantly affect adolescents' problematic smartphone use by sequentially mediating the time mothers spent with adolescent children and adolescents' self-esteem.
Conclusion:
It was concluded that, to lower adolescents' problematic smartphone use due to mothers' problematic smartphone use, appropriate interventions should be formulated to help adolescents develop higher self-esteem through sufficient mother-child interaction time.
... However, proving a direct cause-and-effect association is complex due to various influencing factors like parenting methods, socioeconomic status, and the overall communication environment [6]. A prominent theory suggests that excessive screen exposure could replace crucial face-to-face interactions between parents/caregivers and children, negatively impacting language development [7][8][9]. Thus, the American Academy of Pediatrics (AAP) recommends a limited screen time of less than 1-2 hours per day for children under two years of age. It also recommends interactive and educational content for older children who use smart devices to balance screen engagement with other developmental activities [10]. ...
... Previous studies of smart-device use in parenting have primarily focused on their relationships with children's health, growth, development, and life. Examples include studies examining the link between the screen time of parents and children [18] and the impact of mobile devices on parent-child interactions [19]. Studies of parental smartdevice use in parenting are limited and include those on building social capital through information and communication technology use [20], social comparison through SNS use [16,17,21], and online parental interaction [7,22]. ...
In digital societies, the use of smart devices to solve childcare problems has become commonplace. Mothers are influenced both positively and negatively by smart devices used to resolve childcare concerns. Focusing on parental self-efficacy, this study identified the factors associated with relief and anxiety caused by the use of smart devices to eliminate parenting concerns among mothers with infants. A random sampling cross-sectional survey was administered to 257 Japanese mothers with infants aged 6–11 months. Structural equation modeling was used to explain the relief and anxiety caused by their use of smart devices in terms of maternal demographics, parental self-efficacy, smart-device dependence, and confidence in their ability to discriminate information. Mothers with high parental self-efficacy experienced increased relief and reduced anxiety by using smart devices to address concerns about child-rearing practices. Mothers who were highly dependent on smart devices felt more secure with their use of smart devices. Homemakers and highly educated mothers who used smart devices because of concerns regarding child health and development experienced more anxiety. Parenting professionals need to recognize the effectiveness of smart devices as a tool to relieve anxiety in parenting and provide additional support for parents to improve their parenting self-efficacy.
... Eltern, die ihr Smartphone während der Eltern-Kind-Interaktion benutzten, wurden als weniger sensibel eingeordnet und reagierten sowohl verbal als auch nonverbal weniger auf die Aufmerksamkeitsangebote ihrer Kinder. Dies kann zu einer geringeren Qualität dieser Eltern-Kind-Interaktionen führen [13]. ...
Zusammenfassung
Die Verwendung von Medien in Familien ist ein wichtiges Thema in der heutigen Gesellschaft, da immer mehr Familien auf digitale Medien wie Smartphones, Tablets, Computer und Fernseher zugreifen. Familien sollten Regeln und Richtlinien für die Verwendung von Medien aufstellen. Eltern sollten als Vorbilder agieren und selbst verantwortungsbewusst mit Medien umgehen, um ihre Kinder zu ermutigen, dies ebenfalls zu tun. Die Aufgabe der Fachkräfte, die mit Familien arbeiten, ist es, die Eltern auf diese Herausforderung vorzubereiten und begleitend zu unterstützen. Bildungs- und Ausbildungsprogramme können ebenfalls eine wichtige Rolle bei der Förderung der Medienkompetenz spielen.
... In particular, technoference can affect parenting quality by displacing the amount of time parents are available and attentive to their children (McDaniel & Radesky, 2018). There is evidence that increased screen time can distract parents from parentchild interactions which can then lead to parents being less responsive and sensitive to their children (Braune-Krickau et al., 2021;Kildare & Middlemiss, 2017;Konrad et al., 2021;Ochoa et al., 2021). ...
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.
... One survey shows that over three quarters of Americans went online daily and only about one tenth of participants, most of whom were elderly, did not use the internet at all (Perrin & Jiang, 2018). In most developed countries, children are exposed to the internet from infancy, with many children spending at least an hour each day using internet-enabled devices (Harrison & McTavish, 2018;Holloway et al., 2013;Huber et al., 2018;Kildare & Middlemiss, 2017). For instance, the 2015 Programme for International Student Assessment (PISA) notes that in OECD countries, 95% of 15-year-old children had access to the internet at home. ...
We empirically examine the impact of high-speed internet access on cognitive functioning using data from the Household, Income and Labour Dynamics in Australia survey and crystallized and fluid intelligence measures. Leveraging differences in the National Broadband Network rollout across Australia, we find that high-speed internet access causes a decline in crystallized intelligence and that the effects are mediated by social capital and moderated by age and gender. While no overall effect on fluid intelligence was observed, a decline was noted in young adults. These findings underline the nuanced influence of high-speed internet access on different aspects of cognitive function.
... Research examining antecedents of children's PMU is relatively new, however, the extant research has shown that the development of PMU early in childhood is influenced by a broad range of contexts and processes (Domoff et al., 2020), including child temperament (Coyne et al., 2021), media emotion regulation (Coyne et al., 2021, maternal postpartum depression , and lower levels of educational content . More specifically, parents' own use of media has been shown to negatively impact parent-child interactions (Kildare & Middlemiss, 2017) while parental mediation behaviors have been shown to scaffold children's healthy media use and behaviors . However, the predictive influence of the parent-child relationship and parental well-being on child PMU is understudied. ...
... Não obstante, no que tange às postagens acerca do uso de telas pelos pais, estudos mostram que, quando esse se dá de forma excessiva, os cuidadores permanecem absorvidos em seus dispositivos, demonstrando menor sensibilidade e responsividade verbal e não-verbal às necessidades e demandas de seus filhos por atenção (Kildare & Middlemiss, 2017;Radesky et al., 2014). Esses efeitos são especialmente preocupantes no caso dos bebês, pois quando suas manifestações não são acolhidas ou compreendidas como demandas, encontram o vazio e perdem sua potencialidade de devir, uma vez que não encontram um correspondente humano capaz de promover um processo de singularização, necessário para o amadurecimento da criança (Winnicott, 1983). ...
Resumo Apesar das crescentes investigações sobre uso de telas na infância, essa é uma temática complexa e ainda recente, que traz diversos desafios para pesquisadores e cuidadores. Comunidades virtuais em redes sociais são utilizadas por mães e pais para esclarecer dúvidas e receber conselhos acerca da parentalidade e saúde infantil, podendo, simultaneamente, assumir uma função prescritiva e normativa quanto ao seu modo de agir. Sendo assim, este artigo pretende compreender como o uso de telas na infância vem sendo abordado por especialistas em grupos de mães e pais no Facebook. Foi realizado um estudo qualitativo envolvendo 49 postagens de especialistas, sobretudo psicólogos e educadores, extraídas de cinco grupos públicos de mães e pais nessa rede social. Os textos das publicações foram verificados por meio de análise temática e discutidos com base no referencial teórico psicanalítico. Os resultados mostraram que os especialistas destacam os possíveis prejuízos do uso de telas na infância, além de fornecer orientações aos pais sobre como lidar com sua presença no cotidiano das crianças e de suas famílias. Concluiu-se que apesar dos grupos de cuidadores no Facebook serem uma ferramenta de divulgação de informações acerca do uso de telas na infância, cabe não naturalizar a presença de especialistas nesses espaços virtuais criados por pais e mães, interpondo-se nos saberes e nas trocas horizontalizadas entre os cuidadores.
... Apesar dos benefícios que o avanço tecnológico e a mobilidade digital têm gerado, nota-se, por outro lado, preocupações diante do uso de telas no contexto das interações interpessoais que acontecem no mundo real, incluindo as interações cuidador-bebê (Kildare & Middlemiss, 2017;McDaniel & Radesky, 2018). O envolvimento do cuidador com as telas pode substituir o contato face a face e ocasionar rupturas nas interações cuidador-bebê, que desempenham um importante papel no desenvolvimento infantil (Lauricella & Wartella, 2015;McDaniel & Radesky, 2018;Wolfers et al., 2020). ...
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.
... Because the presence of gadgets will have a destructive impact, that is the less they in socializing. They're more fun with everything on the device until they forget about their childhood (Kildare & Middlemiss, 2017). In addition, concern for the surroundings and others is also reducing. ...
Partner address in Bulakan District Sukoharjo, Sukoharjo Regency. The problem of partners known from the interviews on the woman of Bulakan villagers, especially residents of RT 03 RW 09, is that the social situation in the area still lacks socialization in children who addict to gadgets. But parents have various jobs, but most of their livelihoods are factory workers. So the interaction between parents and children is very lacking. The number of children who play games on gadgets that parents use for educational games will be something that can develop creativity in children. Through this devotion, the target is PKK woman can be learning in children. Later, children can imply the learning that has been obtained and can add insight. The target of this community service is educative game training. The resulting product is an educative game guide. The product implemented is an educative game guide. The use of media in implementing this devotion is projectors, laptops, power points, cameras, or video shooting. There will be stages of educative games in the guide, starting from preparing facilities and infrastructure, allocating time or schedule, and implementation.
... As we reviewed the evidence on media use and parent-child interactions, we found an indirect pathway from media use to children's self-regulation through parent-child interaction. Since children develop self-regulation in the context of positive and high-quality interactions with adults, "technoference," or interference in child-parent interactions triggered by technology use, can increase risks of developing poor regulatory skills (Kildare & Middlemiss, 2017). Given the relevance of these findings for child and family social workers, we synthesize research findings from the growing body of research linking media use, children's self-regulation, and parent-child interactions (see Figure 2; McDaniel & Radesky, 2018a, 2018bSundqvist et al., 2020). ...
Social work practice with children and families is one of the largest specialization areas in the profession. To prepare students for this area of practice, social work programs often offer several courses focused on child, adolescent, and family well-being. Technology-related topics, however, such as the role of child and family media use on children’s developmental outcomes, are underrepresented in social work curricula, courses, and textbooks focusing on children and families. To highlight the importance of this content, our teaching note synthesizes evidence on the impact of two forms of media (television viewing and smartphone use) on children’s self-regulation and parent-child interactions. Although we focus on only two forms of media, our research synthesis links media use to emergent issues influencing child development and family functioning—content highly applicable to direct and indirect social work practice activities with children and families. We further draw upon our translational findings to advance social work education and practice by offering low- and high-effort strategies to embed this content in child and family social work courses. We conclude with implications and future directions for social work educators, practitioners, and leaders that describe opportunities to prepare students for a technology-driven future and to use technology strategically to fulfill our profession’s mission and values.
... Des études récentes mettent en lumière le risque de l'usage parental des écrans mobiles pour le développement de l'enfant (Beamish et al., 2019;Kildare & Middlemiss, 2017;Radesky et al., 2015). Ces études relèvent plusieurs domaines d'inquiétudes en lien avec cet usage, tels qu'un faible soutien émotionnel et éducatif, ou des prises de risque de la part de l'enfant, soit par manque de vigilance parentale, soit parce que l'enfant cherche à attirer l'attention du parent. ...
... It is considered that a child's behavior is heavily influenced by their parents [23]. Kildare et al. reported that parents who used smartphones paid less attention to their children, and parent-child interaction was badly affected as a result [24]. Furthermore, in the case of increased maternal mobile phone usage, children were physically impacted, indicated by increased heart rate [25]. ...
Background
Good sleep is essential for children’s healthy growth. In 2005, we conducted a questionnaire survey on children’s sleep habits and their background, targeting parents who attended health checkups for their 3-year-old children in Asahikawa City, Hokkaido. In 2020, we performed a secondary survey, including additional questions regarding media usage. We analyzed changes in children’s sleep environment by comparing the results of both surveys.
Methods
Children from 500 families (n = 420; 219 males, 201 females; mean age, 3.6 years) who underwent 3.5-year-old health checkups (per the changed schedule in 2015) in Asahikawa City from July 2020 to November 2020 and their parents who had completely answered the questionnaire were included.
Results
The proportion of children who used childcare support system such as nursery schools or kindergarten increased from 30% in the previous survey to 95% in the present survey. The mean nocturnal sleep duration of children was 9.33 h in the present survey, 0.77 h shorter than that in the previous survey; similar to the previous survey results, it was significantly short (8.71 h) in children who went to bed after 10 PM. Moreover, it was significantly short in children who watched television for more than two hours or used media within two hours before going to bed or if parents used smartphones or watched motion pictures for >30 min/day. The rate of consulting pediatricians regarding sleep problems decreased from 3% to 2.4%.
Conclusion
Parents’ lifestyles greatly influenced children’s sleep habits in 2020. Pediatricians should actively participate in managing children’s sleep problems.
... More complex and expensive devices: such as tablets, laptops, personal computers are not so easy to handle due to their smaller compactness and, accordingly, mobility (they can not be put in a pocket or in a small handbag), and, in addition, they differ in their price and are available in modern families, as a rule, in single copies, while the number of smartphones can be in greater numbers than the number of family members. In this regard, we consider it necessary to pay attention to the fact that today it is smartphones, and, more precisely, the features of their use in everyday life in terms of duration and frequency, are one of the main causes of intra-family conflicts [8]. ...
In the last decade, the problem of using smartphones in education has become one of the most relevant topics of scientific discussion. As in the discussion of any other problem, it also identified both expressed supporters and equally serious opponents of the use of the gadgets in question in the educational process. Within the framework of this work, we present materials that reflect the expectations and concerns of teachers, doctors and other representatives of modern society on the topic we have identified. In different countries of the world, the pedagogical and hygienic significance and the impact of smartphones on the health and success of students’ educational activities are evaluated in absolutely different ways. At the same time, the events of the past – 2020 have identified the need to use smartphones, often almost as an alternative and forced measure.
... Early childhood cannot deny that they imitate and are often exposed to digital technology tools. The high interaction between adults and parents with digital technology can affect parents and children's interaction (Kildare & Middlemiss, 2017). So that in the end, it can cause emotional dysregulation in children. ...
Emotional dysregulation in early childhood has shown various early symptoms, such as aggressiveness, anxiety, short attention span, etc. This study aims to determine the effects of family cohesion, interpersonal communication, and smartphone addiction variables on children's emotional dysregulation. The respondents of this study were 338 students’ parents from Cirebon City, Indonesia. Data were collected by means of online questionnaires distributed individually to each kindergarten selected using proportionate cluster random sampling. The results of this study show that two variables, namely family cohesion (p = .031) and interpersonal communication (p = .016) have negative direct effects on children's emotional dysregulation. Meanwhile, smartphone addiction (p = .000) directly affects children's emotional dysregulation. From the results, it is assumed that children's emotional dysregulation will decrease when there is a focus on improving the quality of family cohesion and on decreasing the level of smartphone addiction. Besides, the government, schools, and parents should concern about and implement a policy to keep on monitoring children when using smartphones and developing positive and harmonious family cohesion.
... 52 These parents are also less likely to respond to their children's requests for attention, and on the other hand, children may exhibit more attention-grabbing behavior. 53 The fact that parents regularly use digital cameras, mobile phones and tablets to take images and videos of their children and show the resulting image to the child on their digital devices causes children to accept the digital environment without limits and makes it difficult to set rules. A parent's use of screen media as an editing tool or a virtual "babysitter", giving the child a sedative or a device to keep them busy, will reinforce the continuation of problematic media use. ...
Today, digital media occupies an important place in human life and children live in this technological environment. Exposure to excessive and inappropriate digital media content, especially in early childhood, when brain development is important, has negative effects both in childhood and adulthood. Excessive and poor quality digital media use has been found to be associated with early effects such as sleep problems, negative self-regulation skills, cyberbullying, psychological disorders, and adult diseases such as obesity and cardiovascular disease. In the light of these data, the American Academy of Pediatrics does not recommend screen use for children before 18 months, except for video chat. It is important for parents to choose quality content in the use of digital media, to be a role model for their children, to guide them and to keep in touch with their children while using the screen.
... Although we did not test directly, an increased number of studies have demonstrated that frequent interruptions of interactions due to technoference might result in fewer parent-child interactions, less sensitivity, and responsiveness to the child's requirement, and sometimes harsher parenting responses to the child's communication attempt ( Hiniker et al., 2015 ;Radesky et al., 2014 ;Radesky et al., 2015 ). When parents are distracted by electronic devices and not devoting themselves to the interaction, children will experience negative emotions ( Stockdale et al., 2018 ) and sometimes deliberately create loud noises or shouts to attract the attention of parents ( Kildare & Middlemiss, 2017 ). Moreover, distracted parents might be less aware of their child's cues and needs, and less accurate in the interpretation of such needs ( McDaniel, 2019 ). ...
Smartphones can affect the relationship between parents and their children, and this technoference of technology has been associated with children's socio-emotional development. Nonetheless, few studies have examined the association between the problematic use of smartphones by parents in relation to children's executive function (EF). The current study thus explored whether parental problematic smartphone use and technoference were associated with children's EF. A total of 472 parents of children aged 3-9 years answered questionnaires that measured their problematic smartphone use, technoference, and children's EF. Results indicated that parental problematic smartphone use was significantly correlated with children's EF difficulties. Furthermore, the positive relationship between parental problematic smartphone use and children's EF problems was partly due to the interference of technology with parent-child activities. Furthermore, the relationships between parental problematic smartphone use, technoference, and children's working memory problems were moderated by the children's age group. These findings emphasize the important influence of parental media use on children's EF.
... According to the investigation and research, a bunch of students like to share the contents in electronic equipment (learning, entertainment, etc.) with their parents, and are willing to accept the guidance from their parents. Parents can instruct students solve the complicated problems encountered in the operation of the equipment and play key character in their successive progress (Kildare & Middlemiss, 2017). But at the same time, students do not want parents to interfere too much in their personal cyberspace. ...
With the continuous innovation of online education and the continuous rise of computer assisted language learning (CALL), it is very critical to apply it to social life, especially classroom teaching. However, for present purposes, few studies have systematically commented on how much it has changed social life and research fields other than education, what benefits or defects it has caused to learners, and what attitudes and views nearly all walks of life have towards it. In order to settle this issue, this paper refers to more than 50 literatures and summarizes the research on computer network education and learning in foreign authoritative journals in the past ten years. The main purpose of this study is to review these authoritative theses in order to comprehend (1) the attitudes of students and parents towards the use of mobile application software (2) the impact of tools developed by network technology on language teaching models and methods (3) the impact of computer-aided development tools on second language acquisition, translation, Chinese, philosophy and other fields. CALL has promoted the development of modern education and some other fields, and has been recognized by the society. Last but not the least, this paper puts forward some suggestions for the future development of CALL.
... The displacement hypothesis [30,31] claims that time used on media and technology devices may displace real-life interactions and decrease meaningful mother-child connections. For example, a structured laboratory task showed that mothers with a mobile device initiated fewer verbal and nonverbal interactions with their children than mothers with no device [32]. ...
Phubbing—the act of ignoring someone physically present in favor of a mobile phone—is increasingly prevalent in families, and mothers’ phubbing behaviors may have a particularly important effect on young children’s development. Accordingly, this study explores the mediating role of mother–child attachment in the relationship between mother phubbing and children’s emotional and behavioral problems, as well as the role of maternal parenting stress in moderating the mediation effect. A total of 988 mothers of young children (mean age = 4.93, SD = 0.94) were surveyed using four scales, and the resulting data was statistically analyzed. The study found that (1) mother phubbing was significantly and positively correlated with children’s emotional and behavioral problems (r = 0.19, p < 0.01), (2) mother–child attachment mediated the relationship between mother phubbing and children’s emotional and behavioral problems, and (3) the relationship between mother–child attachment and children’s emotional and behavioral problems was moderated by maternal parenting stress. The present study offers fresh evidence of how mother phubbing affects young children’s emotional and behavioral difficulties. The need to reduce maternal parental stress and buffer mothers from its effects are highlighted as vital factors in promoting secure mother–child attachment and alleviating young children’s problems.
ABSTRAK Kajian ini bertujuan untuk mengkaji pemilikan dan penggunaan teknologi digital dalam kalangan kanak-kanak prasekolah di Malaysia. 425 kanak-kanak prasekolah berumur antara lima hingga enam tahun telah dipilih secara rawak menggunakan teknik pelbagai peringkat, terlibat dalam kajian ini. Temu bual menggunakan soal selidik berstruktur digunakan untuk mengumpul maklumat berkaitan pemilikan dan penggunaan peranti teknologi digital kanak-kanak. Keputusan menunjukkan bahawa majoriti kanak-kanak prasekolah mempunyai akses kepada peranti digital, seperti telefon pintar, tablet, komputer dan komputer riba. Kajian juga menunjukkan majoriti (84.6%) diberi akses kepada peranti digital oleh ibu bapa sebagai alat untuk bermain, supaya anak-anak tidak mengganggu ibu bapa mereka, manakala hanya 17.2% untuk tujuan pembelajaran. Kajian juga mendapati penggunaan peranti teknologi digital dalam kalangan kanak-kanak prasekolah meningkat semasa cuti sekolah. Penggunaan peranti digital yang tidak terkawal dan berlebihan adalah risiko kepada perkembangan kanak-kanak. Ibu bapa perlu tahu tentang kesan teknologi digital kepada anak-anak supaya langkah pencegahan dapat diambil. Kata Kunci: Penggunaan teknologi digital; gajet; peranti digital; kanak-kanak prasekolah
In order to investigate the relationship between parental phubbing and adolescents’ callous-unemotional traits, 529 Chinese adolescents were investigated using the parental phubbing scale, the callous-unemotional traits scale, the perceived parental rejection scale and the Rosenberg self-esteem scale. The results showed that: (1) Fathers displayed significantly more phubbing behavior than mothers, while perceived mothers’ rejection was significantly higher than perceived fathers’ rejection. (2) Parental phubbing were positively associated with adolescents’ callous-unemotional traits. (3) Adolescents’ self-esteem mediated the relationship between Parental phubbing and adolescents’ callous-unemotional traits. (4) Parental phubbing affected the callous-unemotional traits of adolescents through the chain mediation of perceived fathers’ (mothers’) rejection and self-esteem. (5) There are parental differences in the chained mediation model. Fathers’ phubbing mainly predicted adolescents’ callous-unemotional traits indirectly through adolescents’ self-esteem, while mothers’ phubbing directly predicted adolescents’ callous-unemotional traits. It was of great enlightening significance to focus on the intervention of adolescents’ callous-unemotional traits.
Technoference encompasses the intrusions and disruptions that occur in the daily lives of people who make excessive use of technological devices, especially mobile phones. This problem is particularly serious in the interaction between fathers and mothers and their respective sons and daughters, an aspect that affects the educational process that takes place in the family environment. The aim of this study is to find out how parents perceive the use of technology, especially in terms of their children’s habits regarding their own technoference during their childhood. The participants in this research were 74 parents with children in pre-school. The instrument used was an ad hoc questionnaire with 25 Likert-type questions. The results show that parents are aware of the misuse of digital technology at home and, on the other hand, they consider it necessary for the school to educate and work with pupils on the responsible use of these technological devices. Adequate training is necessary, both for families and for children, in order to really use technology in a coherent way and without negatively affecting family relationships.
Parents’ behavior has a great influence on pre-school children, and children’s living habits are closely related to family lifestyle. This study combined design research and technology to develop a teaching aid for parent–child reading. The goal was to reduce the excessive use of computers, communication devices, and consumer electronics (3C), as such devices have been found to negatively affect the parent–child relationship and may result in the child feeling disinterested and anxious. The Double Diamond design process model was adopted for the design research. A literature review and product comparison were used to identify the weaknesses of existing products and five design and development principles were proposed accordingly. Next, a focus group of experts was organized to review and modify the viewpoints and insights proposed based on their observations. Then, the value propositions were drafted to meet customer needs and to ensure product value; the product perspectives were defined. Porter’s five forces analysis was applied to improve competitiveness. Innovative business models that integrated profits for business, English learning, and parent–child learning were suggested to enhance the sustainability and increase the product value of teaching aids for children. As actual product design research, a prototype of the designed product was produced. Following repeated testing, the product was completed to the first stage. In the near future, an iterative approach will be adopted to raise some funding; therefore, the future remains promising.KeywordsParent–Child LearningEnglish LearningInnovative Business ModelNon-technology-orientedTeaching Aids for Children
Parental technological immersion during parenting activities has been shown to alter parent-child interactions. This concept, referred to as parental technoference, has the potential to affect parent-child relationships and children's health and development. This scoping review utilized the Joanna Briggs Institute (JBI) methodology to identify, describe, and summarize: (a) evidence of parental technoference on parent-child relationships, and children's health and development; (b) definitions and measurements of parental technoference; (c) research designs and methodologies used to investigate parental technoference; and (d) literature gaps. We searched MEDLINE, APA PsycInfo, Cochrane Central Register of Controlled Trials, Cochrane Database for Systematic Reviews, JBI EBP Database, Embase, CINAHL, and Scopus, as well as the reference lists of included studies for literature on parental technology use during parenting and parent-child interactions and its effects on parent-child relationships, and children's health and development. Sixty-four studies, found in 61 publications, met the review criteria. The effect of parental technoference on parent-child relationships was most studied, and findings demonstrated that parents recognized, and researchers observed, changes in parents' and children's behaviors. Adolescent self-reported mental health concerns and maladaptive technological behaviors (e.g., cyberbullying) were associated with more parental technoference, and findings highlighted safety concerns for children. Other aspects of children's development, although less studied, were also negatively impacted by parental technoference. No significant associations were found between parental technoference and children's medical and physiological health, yet these associations were the least studied. Additional research is needed to understand these associations and evaluate interventions designed to mitigate technoference harms.
This study aims to develop and identify the effect of SMART-P training on parenting knowledge and children's cognitive development. This research is included as Mix Method research with an ADDIE development model and experimental quantitative research approach. The research method used is explanatory research with a non-equivalent control group design research involving the control and experimental classes. This research is carried out for three weeks, with the stages covering: analysis, design, development, research instrument development, implementation, and evaluation. The population in this study are 714 parents with children aged four years from posyandu/KB in five sub-districts of Malang City, with a research sample of 150 parents with children aged four years and six experts. Data collection techniques in this study used questionnaires and observation checklists. Data analysis in this study used descriptive percentage analysis and SPSS analysis. The results show that 1) SMART-P application is declared valid and acceptable to be implemented as a training medium, 2) a significant effect of parenting knowledge in parents before and after being given parenting training using SMART-P is identified, 3) a significant effect on the development cognitive development of children before and after parents re given care using SMART-P application is identified, 4) a significant difference in the effect of parenting knowledge on parents between the control group and the experimental group is shown, and 5) a significant difference in the effect on children's cognitive development between the control group and the experimental group is slightly identified. Therefore, parenting research using SMART-P needs to be carried out continuously so that parenting knowledge and children's cognitive development can be maximized
This study examined the effects of mobile device use, and its mere presence, on in-person conversations. The study utilized an experimental design to replicate and advance existing scholarship on the impact of co-present device use and mere device presence on a conversation. This study examined how the presence of an unused device may hinder conversation, and the results did not replicate the mere presence effect. The study found participants reacted negatively to a confederate’s phone use, regardless of whether it was self- or externally initiated.
Aquariums are unique informal learning environments where families talk about science content and processes and learn about science, technology, engineering, and mathematics (STEM). This study explored family smartphone use during informal science learning at an aquarium in relation to parents' self-reported engagement and parent-child science talk. Children (N = 204; 103 girls; Mage = 70.91 months) and their parents were grouped based on whether they chose to use a smartphone in an aquarium exhibit. A survey asked parents to report family demographics as well as whether the family used a smartphone and whether the parent engaged in off-topic talk while in the exhibit. Researchers also observed smartphone use and audio-recorded conversations with a subsample (N = 50 dyads) while they explored an exhibit in the aquarium. Verbatim conversation transcripts were coded for talk about science and about the smartphone. Results showed parents who chose to use a smartphone during informal learning were more likely to report off-topic talk compared to parents who did not use a smartphone. Parents’ smartphone use did not predict the parent or child science talk during informal learning conversations, but smartphone talk at times outweighed science talk within the micro-interactions of families who were preoccupied with their smartphones. Nevertheless, some dyads used their smartphones in ways that promoted science learning. Smartphone use may distract parents during informal learning when parents are preoccupied with the device, but when leveraged for learning, smartphones may offer opportunities to extend science learning during and beyond the aquarium.
As families increase their use of mobile touch screen devices (smartphones and tablet computers), there is potential for this use to influence parent-child interactions required to form a secure attachment during infancy, and thus future child developmental outcomes. Thirty families of infants (aged 9-15 months) were interviewed to explore how parents and infants use these devices, and how device use influenced parents' thoughts, feelings and behaviours towards their infant and other family interactions. Two-thirds of infants were routinely involved in family video calls and one-third used devices for other purposes. Parent and/or child device use served to both enhance connection and increase distraction between parents and infants and between other family members. Mechanisms for these influences are discussed. The findings highlight a new opportunity for how hardware and software should be designed and used to maximise benefits and reduce detriments of device use to optimise parent-infant attachment and child development.
Bu araştırmanın amacı, Türkiye’de yükseköğretim düzeyinde mobil öğrenmeye yönelik yayınlanmış bilimsel makalelerin eğilimlerini incelemek ve sonuçlarını sentezlemektir. Araştırmada, karma araştırma sentezi yöntemi benimsenmiş ve 2010-2020 yılları arasında yayınlanan 80 makalenin sonuçları sentezlenmiştir. Öne çıkan sonuçlardan bazıları şunlardır: Yükseköğretim düzeyinde mobil öğrenmeye yönelik çalışmalar son yıllarda artış göstermiştir. Çalışmalarda en fazla nicel araştırma yöntemi ve tarama deseni tercih edilmiştir. Deneysel ve nitel araştırmalar nispeten azdır. Örneklem olarak en sık öğrencilerle çalışılmıştır. Ölçek, en fazla kullanılan veri toplama aracı iken t test en çok başvurulan veri analiz yöntemi olmuştur. Sentezlenen sonuçlara göre mobil öğrenmeye yönelik görüş ve tutumlar genel olarak olumludur. Mobil öğrenmeye hazırbulunuşluk iyi düzeydedir. Mobil öğrenme öğrenciye bağımsızlık, bireysel öğrenme ve özgürlük sağladığı için etkili bulunmaktadır. Mobil öğrenmenin öğrenci motivasyonunu ve performansını arttırdığı düşünülmektedir. Ders içi ve ders dışı etkinliklerde mobil öğrenmeden yararlanılabilir. Mobil öğrenmede yeni teknolojilerle öğrenme kaynakları zenginleştirilmektedir. Yükseköğretimde mobil öğrenmeden en fazla yabancı dil öğretiminde yararlanılmaktadır. Özellikle mobil cihazlar yardımıyla kelime öğretimi etkili bulunmaktadır. Teknik ve ekonomik sınırlılıklar kontrol altında tutulabilir ve öğrenci dikkati sınıf içi etkinliklere çekilebilirse mobil öğrenmeden yüz yüze eğitimde destek unsur olarak faydalanılabilir.
Objective
Based on the theoretical model for the “stress–sleep” relationship, this study investigated the impact of parental phubbing on adolescent sleep quality problems and a moderated mediation mechanism.MethodsA total of 781 adolescents was surveyed using the Chinese version of Parental Phubbing Scale, the Ultra-brief Screening Scale for Depression and Anxiety Scale, the Self-Control Questionnaire for Chinese children, and the Chinese version of Pittsburgh Sleep Quality Index Scale.ResultsParental phubbing and negative emotions were significantly and positively correlated to sleep quality problems, but self-control was not correlated to sleep quality problems. Parental phubbing directly influenced sleep quality problems and also indirectly influenced sleep quality problems through the mediating effect of negative emotions. Moreover, self-control played a moderating role in the path of parental phubbing affecting negative emotions. That is, the effect was more significant for adolescents low in self-control relative to those high in self-control.Conclusion
Parental phubbing is a risk factor for adolescent sleep quality problems. This study is the first to demonstrate empirical evidence for the relationship between parental phubbing and sleep quality problems.
This study assessed depression and fatigue among first-time mothers in Japan who were less than one year postpartum and attended parenting classes. A total of 673 mothers (mean age ± standard deviation = 33.5 ± 3.98 years) participated. The mean Edinburgh Postnatal Depression Scale (EPDS) and Subjective Fatigue Symptom Scale (SFSS) scores showed multiple comparisons based on the number of months postpartum and the maternal age. Multiple regression analyses were performed using the EPDS scores as the outcome variable and the SFSS items as explanatory variables. The results showed that current age was inversely associated with the EPDS score (β = −.185, p < .0001) and three fatigue-related variables were positively associated with the EPDS score: lower back pain (β = .201, p = .0014), eyestrain (β = .338, p = .0108), and hand/finger pain (β = .508, p = .0261). The explanatory variable accounting for the largest amount of variance in the postpartum depression scores was lower back pain. Regarding parenting support activities provided by local public agencies, it is important to implement initiatives to promote the mental and physical health of postpartum mothers by partnering with various specialist organizations. The study findings are significant as they reveal, from a fact-finding survey, the inadequacy of support toward mothers after two months postpartum.
Bu çalışmanın amacı erkek güç ve kuvvet sporcularında yeme bozukluğu riskleri ile beden imgesi arasındaki ilişkinin incelenmesidir.
Bu çalışmanın amacı, erkek güç ve kuvvet sporcularında kas algısı bozukluğu ile yeme tutumları arasındaki ilişkinin incelenmesidir.
Milk is considered an indispensable food item because it contains all of the vital nutrients compared to many foods. Another reason why milk is important in terms of nutritional physiology is that it contains proteins with high biological value, which are easily digestible and contain all of the essential amino acids. Average 3-3.5% of cow's milk containing high quality protein is protein. Cow's milk protein; Casein is a heterogeneous mixture of non-protein compounds with a predominance of whey proteins, enzymes and a small amount of nitrogen. About 80% of the total protein consists of casein (8% inorganic substances, 92% protein), and 20% is whey protein. The liquid portion of curd is known as milk serum or whey. Proteins that are soluble in whey are also called milk serum proteins. Whey Protein is a complete protein containing eight essential amino acids. Whey protein contains more branched chain amino acids compared to other structural proteins. These amino acids in whey protein are easier to hydrolyse and plasma amino acid levels rise within minutes after protein intake. Whey protein is digested quickly and increases plasma amino acid concentration. Whey Protein, also known as fast protein due to its rapid evacuation by the stomach, has a high degree of digestibility and rapid absorption in the small intestines. Due to these properties, whey protein is frequently used by athletes as a food supplement. The aim of our study is to examine the side effects of Whey Protein. For this purpose, Turkish and English related words were searched from Google Scholar and PUBMED databases. In the light of the articles obtained as a result of the literature review, this subject has been examined in a multifaceted way. According to the literature, whey protein; It has been emphasized that it may have negative effects on kidney, liver, thyroid and intestinal microbiota.
Süt, birçok gıdaya göre yaşamsal besin öğelerinin tamamını içerdiğinden vazgeçilmez gıda maddesi olarak kabul edilir. Beslenme fizyolojisi açısından sütün önemli olmasının bir başka nedeni de bileşiminde kolaylıkla sindirilebilen ve esansiyel aminoasitlerin tamamını yapısında bulunduran, biyolojik değeri yüksek proteinleri içermesidir.Yüksek kalite protein içeren inek sütünün ortalama % 3–3.5’i proteindir. İnek sütü proteini; kazein, whey proteinleri temel olmak üzere, enzimler ve az miktarda nitrojen içeren protein olmayan bileşiklerden oluşan heterojen bir karışımdır. Total proteinin yaklaşık % 80’i kazein (% 8’i inorganik maddeler, % 92’si proteindir), % 20’si ise whey proteininden oluşmaktadır. Kesilmiş sütün sıvı kısmı, süt serumu ya da peynir altı suyu (whey) olarak bilinir. Peynir altı suyunda çözünür halde bulunan proteinler de süt serumu proteinleri olarak adlandırılır. Whey Protein sekiz esansiyel amino asit içeren tam bir proteindir. Whey Protein diğer yapısal proteinlerle kıyaslandığında dallı zincirli aminoasitleri daha fazla miktarda içermektedir. Whey Proteindeki bu aminoasitlerin hidrolizasyonu daha kolaydır ve protein alımından sonra dakikalar içerisinde plazma amino asit seviyeleri yükselir. Whey protein hızlı olarak sindirilir ve plazma amino asit konsantrasyonunu artırırlar. Mide tarafından hızla boşaltılmasından dolayı hızlı protein olarak da bilinen Whey Protein, ince bağırsaklarda yüksek derecede sindirilebilirliğe ve hızlı emilime sahiptir. Whey Protein bu özellikleri sebebiyle sporcular tarafından gıda takviyesi olarak sıkça kullanılmaktadır. Çalışmamızın amacı Whey Proteinin yan etkilerini incelemektedir. Bu amaçla Google Scholar ve PUBMED veri tabanlarından, Türkçe ve İngilizce ilgili kelimeler ile arama yapılmıştır. Literatür taraması sonucunda elde edilen makaleler ışığında bu konu çok yönlü olarak incelenmiştir. Literatüre göre whey proteinin; böbrek, karaciğer, tiroid, bağırsak mikrobiyatası üzerinde olumsuz etkileri olabileceği vurgulanmıştır.
The aim of this study is to compare the latissimus dorsi (LD) and biceps brachii (BB) muscle activations during the inverted row (IR) exercise performed on the rings and parallel bar gymnastics apparatuses. Another aim is to determine in which of the 3 different movements the highest LD activation value will be obtained in the maximum voluntary contraction (MVC) used in electromyography analysis. 16 males voluntarily participated in the study. The crossover design was used in this study. The MVC was performed with 3 different movements for the LD muscle. MVC-1: While the participants lying in the prone position with their arms at their sides, with the elbows in full extension and the palms facing up, the participant was asked to push backward with the maximum force the researcher, who was applying resistance to their arm. MVC-2: Participants were asked to pull themselves up in 90° elbow flexion on a fixed bar. While trying to pull up on the bar, a force was applied by the researcher from the participant's shoulder down in a way that the participant could not overcome. MVC-3: Participants brought their arm to 90° shoulder abduction while the elbow was in full extension. In this position, the participant was asked to push down a fixed bar corresponding to the wrist with maximum force. Then, the participants performed 2 sets of IR exercises on the rings and the parallel bar apparatuses, with 5 repetitions per set. Muscle activation measurements during IR exercise were made from LD and BB muscles. One-way repeated measures analysis of variance was used to compare the MVC values. In the comparison of normalized muscle activation data obtained during IR exercise performed on two different apparatuses, paired sample t-test was used for LD, and the Wilcoxon test was used for BB. As a result of statistical analysis, it was determined that MVC-1 and MVC-2 values were significantly higher than MVC-3 values (p<0.05), and MVC-2 values were found to be greater than MVC-1 values, although not significant. In the IR exercise, LD normalized muscle activation values were found to be significantly higher in the rings than in the parallel bar, while BB normalized muscle activation values were found to be significantly higher in the parallel bar than in the rings (p<0.05). As a result of the study, it was determined that the values obtained from MVC-1 and MVC-2 were greater than MVC-3. When muscle activations in IR exercise were examined, it was determined that LD was higher in the rings apparatus and BB was higher in the parallel bar apparatus.
Keywords: Row exercise - electromyography - maximum voluntary contraction
This mixed-method experiment aimed to investigate the impact of phubbing (i.e. ignoring someone while giving attention to one’s smartphone) on performance, first impressions, and subjective state. 93 participants took part in a simulated job interview based on the Trier Social Stress Test, composed of an interview and a mental arithmetic task. During both tasks, participants in the experimental group were repeatedly phubbed. Results of a within-session analysis revealed that participants in the experimental group performed significantly faster on a mental arithmetic task when they were not phubbed. As expected, phubbed participants judged the interviewer to be less professional and less fair than participants in the control group. Furthermore, the participants’ subjective state was affected by phubbing, with self-esteem decreasing and negative affect increasing. Lastly, a qualitative analysis of participants' responses revealed tendencies to rationalize the interviewer’s phubbing behavior. This study demonstrated negative effects of phubbing on first impressions, subjective state and objective measures of performance in a professional setting.
With every new wave of media technology, parents typically experience either moral panic or extreme optimism about the emerging media. However, the research on this topic is much more nuanced than recommending an all-or-none media approach. This book in fact provides ample evidence for how content and context should be taken into consideration in understanding how media exposure shapes young children. Barr and Linebarger’s book addresses important questions such as “How, whether, where, and when do children learn from media?”, “What type of content is educational?” and “When to share devices versus when to enable independence?".
The need for better access to evidence-based parenting interventions is widely recognized, as few families actually participate in parenting programs. A public health approach that includes the delivery of parenting information via the Internet could increase the reach of such interventions dramatically. However, there are concerns that web-based information is not accessible by families that face the greatest barriers to accessing “traditional” face-to-face parenting support, and therefore could benefit most from online approaches. This study used a cross-sectional survey of 459 Australian parents of 2–12 year olds to investigate parents’ use of the Internet to access parenting information, and the extent to which this information is useful for parents from a range of socio-economic backgrounds. Results indicate that the majority of parents use parenting websites (65 %) and social media (45 %) for parenting information. Users of parenting websites tended to be parents of younger children. Younger age of the child was also associated with using social media, as was younger parental age, being female, not working and spending more hours online. Parents rated a range of modalities as useful for receiving parenting information, particularly seminars and individually tailored programs. Self-directed web-based programs were endorsed by 61 % of respondents. Higher-risk parents were as likely or more likely to endorse web-based information sources as lower-risk parents. As there was almost equal access to online parenting information among families from different backgrounds, we conclude that the Internet provides an exciting opportunity for delivering evidence-based parenting support to a broad range of parents, including higher-risk families.
Technology devices and their characteristics have become more pervasive and enticing. The use of these new devices is common, and interruptions due to these devices are likely. This study examines the frequency of technology interference in (a) coparenting relationships—the relationship between parents as they parent their children together—during early infancy/childhood and in (b) various parenting domains (bedtime, mealtime, etc.), as well as (c) associations between technology interference and perceptions of coparenting quality as reported by 203 married/cohabiting mothers. Many mothers perceived that technology interrupted coparenting interactions on occasion, especially during unstructured parenting such as playtime. Mothers rating more interference reported worse coparenting, relationship satisfaction, and depressive symptoms. Technology interference predicted coparenting even after controlling for relationship satisfaction and depressive symptoms. Technology interference likely decreases coordination between parents, leaving some mothers feeling frustrated. Parents may be advised to critically examine and potentially regulate technology use during family interactions.
Notifications on mobile phones alert users about new messages, emails, social network updates, and other events. However, little is understood about the nature and effect of such notifications on the daily lives of mobile users. We report from a one-week, in-situ study involving 15 mobile phones users, where we collected real-world notifications through a smartphone logging application alongside subjective perceptions of those notifications through an online diary. We found that our participants had to deal with 63.5 notifications on average per day, mostly from messengers and email. Whether the phone is in silent mode or not, notifications were typically viewed within minutes. Social pressure in personal communication was amongst the main reasons given. While an increasing number of notifications was associated with an increase in negative emotions, receiving more messages and social network updates also made our participants feel more connected with others. Our findings imply that avoiding interruptions from notifications may be viable for professional communication, while in personal communication, approaches should focus on managing expectations.
Child development research suggests that using phones while caring for children can be problematic, but limited prior work in this space makes defining appropriate use challenging. We conducted the first exploration of whether adults feel pressure to limit phone use in this context and whether they choose to do so. Through mixed methods, we collected data from 466 adult caregivers at playgrounds. We found that phone use was a small part of playground time, yet a notable source of guilt. Adults engaged in systematic and specific phone-use and phone-non-use behaviors in order to prioritize their children above themselves. Our results indicate that caregiver values and self-control together predict behavior and can be used to model phone use in this context. Users' mixed success with engaging in intentional periods of non-use suggests that a design agenda which prioritizes cycles of engagement, disengagement, and re-engagement may be of value to this group.
Attachment theorists have described the parent–child attachment relationship as a foundation for the emergence and development of children's capacity for emotion regulation and coping with stress. The purpose of this review was to summarize the existing research addressing this issue. We identified 23 studies that employed validated assessments of attachment, which were not based on self-report questionnaires, and separated the summary into findings for toddlers/preschool, children, and adolescents. Although most associations were weak and only a minority of the multiple possible associations tested was supported in each study, all studies (but one) reported at least one significant association between attachment and emotion regulation or coping. The evidence pointed to the regulatory and coping problems of toddlers showing signs of ambivalent attachment or the benefits of secure (relative to insecure) attachment for toddlers, children, and adolescents. Toddlers who showed signs of avoidant attachment relied more on self-related regulation (or less social-oriented regulation and coping), but it was not clear whether these responses were maladaptive. There was little information available regarding associations of ambivalent attachment with school-age children's or adolescents' emotion regulation. There were also few studies that assessed disorganized attachment.
Technology is now ubiquitous with almost 3.2 billion people of the world’s current population online (International Telecommunications Union, 2015).Whilst technology offers opportunities for entertainment and education, vulnerable populations such as the developing infant require specific and careful consideration. Fourteen percent of infants (aged 6 to 23 months) watch at least two hours of media per day and one third of children under 3 have a television (TV) in their bedroom (Zimmerman, Christakis, & Meltzoff, 2007a). Twenty five percent of 3-year-olds go online daily (Bernstein & Levine, 2011) and 28% of 3 to 4-year-olds now use tablet computers (Ofcom, 2014). Children are growing up with a digital foundation, they are interacting with and immersed in Cyberspace where they learn, entertain themselves and play. During the first three years of life, the brain creates some 700 new neural connections every second. Synapse formation for key developmental functions such as hearing, language and cognition peak during this time, creating a critical foundation for higher-level functions (Zero to Three, 2015). Very young children are becoming experts at using technology and are true digital natives. But what long-term effects will this early exposure have from a developmental perspective? Researchers are now investigating how interactive media may affect children both mentally and physically (American Academy of Paediatrics, 2011; Radesky, Schumacher, & Zuckerman, 2014). Screen time research has traditionally focused on the impact of TV on children (Linebarger & Walker, 2005). However, TV is a passive experience and results may not be applicable compared to highly interactive screen technology such as tablets and smartphones. Some argue that ‘judicious use’ of interactive media is acceptable for infants under 2 years (Christakis, 2014). However, Canada, France, Australia, Japan, Taiwan and South Korea have urged limits on children’s screen time (Boseley, 2012; Tanimura, Okuma, & Kyoshima, 2007). Legislation has recently been introduced in Taiwan to limit children’s unhealthy use of electronic devices (Locker, 2015). Research and recommendations are urgently required regarding the impact of technology on infants and very young children, particularly as the effect of traditional and interactive screen time is potentially developmentally and cyberpsychologically significant in this age group.
Parents play a critical role in developing and shaping their children’s physical activity (PA) and sedentary behaviours, particularly in the early years of life. The aim of this systematic review is to identify current literature investigating associations of parental influences with both PA and screen time in young children. This systematic review was conducted in November 2013 using 6 electronic databases covering research literature from January 1998 to November 2013. Thirty articles that met inclusion criteria were identified. These studies covered five important aspects of parenting: (1) parenting practices; (2) parents’ role modelling; (3) parental perceptions of children’s PA and screen viewing behaviours; (4) parental self-efficacy; and (5) general parenting style. Findings suggest that parents’ encouragement and support can increase children’s PA, and reducing parents’ own screen time can lead to decreased child screen time. Improving parenting practices, parental self-efficacy or changing parenting style may also be promising approaches to increasing PA time and decreasing screen time of young children.
Media use in families has generally been examined from a narrow viewpoint, focusing on monitoring or co-viewing. The current research provides an expanded view of positive media use in families with adolescents by examining associations between diverse positive media use and family and adolescents outcomes. In addition, we used qualitative methods to provide a more comprehensive view of how families use media in positive ways, specifically drawing distinctions between traditional entertainment media and social media. Participants included 633 adolescents and their parents who completed a range of quantitative and qualitative measures on media use and adolescent and family outcomes. Results revealed that positive media use was positively associated with general family functioning (for girls), parental involvement (for both boys and girls), and adolescent disclosure to parents (for boys). Qualitative results revealed that families use media in diverse ways including for entertainment, emotional connection, discussion, information, and documentation. Results are discussed within the broad framework of family systems theory.
Recent policy recommendations encourage parents to co-use media technology with their young children. However, we know little about what factors predict parents' co-use across the multiple types of media technology families own. Using a US nationally representative sample of 2,326 parents of children aged 8 and under, this study examines factors associated with parent–child co-use across six types of media: books, TV, computers, video games, tablets, and smartphones. Results indicate that parents are more likely to co-use traditional media such as books and television, whereas they are least likely to co-use video games. Results also suggest that media co-use may be a function of parental availability and parents' time spent with media, as well as parent demographics such as parents' age, gender, ethnicity, and level of education, and child demographics such as child age and gender. Results have implications for creating more targeted parental interventions to encourage media co-use.
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
Developmental processes critical to the emergence of executive function (EF) play out across early childhood—a period of rapid change and neural plasticity. The emergence of self-regulatory capacities is highly embedded in the many contexts or ecologies nested within a child's broader environment, among which the parent–child relationship assumes primary importance. However, only recently have early childhood researchers begun to investigate the contributions of parenting variables to EF. In this article, we review this emerging evidence as it pertains to (a) the parenting behaviors associated with EF, (b) the risk and protective factors that moderate these associations, and (c) the mechanisms through which parenting apparently operates on emerging EF. We also discuss directions for research on transactional parent–child dynamics, experimental tests of causation, and differential susceptibility to environmental influences.
Mobile instant messaging, e.g., via SMS or WhatsApp, often goes along with an expectation of high attentiveness, i.e., that the receiver will notice and read the message within a few minutes. Hence, existing instant messaging services for mobile phones share indicators of availability, such as the last time the user has been online. However, in this paper we not only provide evidence that these cues create social pressure, but that they are also weak predictors of attentiveness. As remedy, we propose to share a machine-computed prediction of whether the user will view a message within the next few minutes or not. For two weeks, we collected behavioral data from 24 users of mobile instant messaging services. By the means of machine-learning techniques, we identified that simple features extracted from the phone, such as the user's interaction with the notification center, the screen activity, the proximity sensor, and the ringer mode, are strong predictors of how quickly the user will attend to the messages. With seven automatically selected features our model predicts whether a phone user will view a message within a few minutes with 70.6% accuracy and a precision for fast attendance of 81.2%.
The purpose of this literature review was to compile and analyze the research that has been conducted on parents’ use of the Internet and determine what we know about how parents use the Internet in everyday life. A comprehensive literature review focusing on studies that have asked parents about their Internet use was conducted to include research published through December 2011. This yielded 27 studies. Articles were summarized and then organized by content. Three main themes emerged: what parents are doing online, social support online, and the digital divide. This literature review revealed that parents go online to search for parenting information and social support and generally report satisfaction with the resources they find on the Internet. Parents still express hesitation in trusting various online resources, though, and desire greater education in Internet searching and deciphering the credibility of online information. In addition, this review also exposes gaps in current research, provides direction for future research, and has implications for how to effectively reach parents using the Internet.
Background:
Cell phone use while driving is common and can result in driver distraction. However, data on the frequency of this behavior with other occupants in the vehicle are lacking. This study investigates whether adult drivers engage in cell phone use with passengers in the car and determines whether the frequency of these behaviors was modified if the passenger was a child.
Methods:
Subjects (N = 539) who have driven children during the previous 30 days were recruited to complete a survey regarding their cell phone usage while driving. The inclusion criteria of participants were as follows: 18 years or older with a valid driver's license, owns/uses a cell phone, drives with children, and reads English. Results were reported on a 4-point Likert scale (always, often, rarely, and never).
Results:
Eighty percent of respondents reported cell phone use in some way while driving with children. As compared with similar behaviors when driving alone or with adult passengers, the odds of reporting "always" compared with "often, rarely, or never" of holding a cell phone in hand was 0.66 when driving with children. No significant differences were noted for the following variables: use of a blue tooth device or use of a cell phone to speak or text when parked.
Conclusion:
Cell phone use while driving is common. Distracted driving behaviors, although less frequent, persist when children are passengers in the vehicle. Further research into the effect of cell phone-related distracted driving behaviors of adults with child passengers is needed to address this public health concern.
A total of 122 parent-infant dyads were observed as they watched a familiar or novel infant-directed video in a laboratory setting. Infants were between 12-15 and 18-21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior.
Social Networking Sites (SNSs) are virtual communities where users can create individual public profiles, interact with real-life friends, and meet other people based on shared interests. They are seen as a 'global consumer phenomenon' with an exponential rise in usage within the last few years. Anecdotal case study evidence suggests that 'addiction' to social networks on the Internet may be a potential mental health problem for some users. However, the contemporary scientific literature addressing the addictive qualities of social networks on the Internet is scarce. Therefore, this literature review is intended to provide empirical and conceptual insight into the emerging phenomenon of addiction to SNSs by: (1) outlining SNS usage patterns, (2) examining motivations for SNS usage, (3) examining personalities of SNS users, (4) examining negative consequences of SNS usage, (5) exploring potential SNS addiction, and (6) exploring SNS addiction specificity and comorbidity. The findings indicate that SNSs are predominantly used for social purposes, mostly related to the maintenance of established offline networks. Moreover, extraverts appear to use social networking sites for social enhancement, whereas introverts use it for social compensation, each of which appears to be related to greater usage, as does low conscientiousness and high narcissism. Negative correlates of SNS usage include the decrease in real life social community participation and academic achievement, as well as relationship problems, each of which may be indicative of potential addiction.
This study investigated the hypothesis that background television affects interactions between parents and very young children. Fifty-one 12-, 24-, and 36-month-old children, each accompanied by 1 parent, were observed for 1 hr of free play in a laboratory space resembling a family room. For half of the hour, an adult-directed television program played in the background on a monaural television set. During the other half hour, the television was not on. Both the quantity and quality of parent-child interaction decreased in the presence of background television. These findings suggest one way in which early, chronic exposure to television may have a negative impact on development.
To examine the effects of parenting distractions on supervising behaviors in relation to child risky behaviors.
Forty preschool-aged children and their parents were randomly assigned to occupy a simulated home living room for 45 min with the parent involved in either (a) no planned distraction, (b) a telephone call distraction, (c) a TV show distraction, or (d) a computer assignment distraction. Parent and child behaviors were recorded and coded.
Parent supervising behaviors were significantly intercorrelated but revealed no relation to risky child behavior. Children showed higher risky behavior during parental distractions and steadily over time when parent distractions occurred. Additionally, younger children were more likely to engage in risky behavior when compared to older children.
Parents showed significant reductions in their ability to supervise children during distractions, limiting the ability to provide education or to take immediate action necessary to prevent or minimize possible injuries.
From 2005 to 2012, injuries to children under five increased by 10%, possibly because smartphones distract caregivers from supervising children. I exploit the expansion of AT&T's 3G network in both a difference-in-differences and a triple difference framework and find that hospitals experienced a 5% increase in emergency department visits for children ages 0–5, but none for children ages 6–10, after getting 3G. Age-specific injury patterns on playgrounds, from poisoning, and in sports further support the conclusion that smartphones distract caregivers.
Objective:
Parent use of mobile devices (e.g., smartphones, tablets) while around their young children may be associated with fewer or more negative parent-child interactions, but parent perspectives regarding this issue have not been explored. We aimed to understand parent views regarding their mobile device use to identify actionable targets of potential intervention.
Method:
We conducted 35 in-depth semi-structured group and individual interviews with English-speaking caregivers of children 0 to 8 years old, purposively sampled from diverse ethnic backgrounds, educational levels, and employment statuses. Following thematic saturation, results were validated through expert triangulation and member checking.
Results:
Participants included 22 mothers, 9 fathers, and 4 grandmothers; 31% were single parents, 43% nonwhite race/ethnicity, and 40% completed high school or less. Participants consistently expressed a high degree of internal tension regarding their own mobile technology use, which centered around 3 themes relevant to intervention planning: (1) Cognitive tensions (multitasking between work and children, leading to information/role overload), (2) emotional tensions (stress-inducing and reducing effects), and (3) tensions around the parent-child dyad (disrupting family routines vs serving as a tool to keep the peace).
Conclusion:
Caregivers of young children describe many internal conflicts regarding their use of mobile technology, which may be windows for intervention. Helping caregivers understand such emotional and cognitive responses may help them balance family time with technology-based demands.
The authors review trends in adoption of new digital technologies (eg, mobile and interactive media) by families with young children (ages 0-8 years), continued use of television and video games, and the evidence for learning from digital versus hands-on play. The authors also discuss continued concerns about health and developmental/behavioral risks of excessive media use for child cognitive, language, literacy, and social-emotional development. This evidence is then applied to clinical care in terms of the screening questions providers can use, tools available to providers and parents, and changes in anticipatory guidance.
Mobile devices have begun to raise questions around the potential for overuse when in the presence of family or friends. As such, we conducted a diary and interview study to understand how people use mobile devices in the presence of others at home, and how this shapes their behavior and household dynamics. Results show that family members become frustrated when others do non-urgent activities on their phones in the presence of others. Yet people often guess at what others are doing because of the personal nature of mobile devices. In some cases, people developed strategies to provide a greater sense of activity awareness to combat the problem. Mobile phone usage was sometimes perceived as beneficial by providing a mechanism for needed disengagement from family members. These findings suggest several opportunities for redesigning mobile device software to mitigate emergent frustrations, and open up new opportunities for nurturing social interactions among family members.
Mealtimes are a cherished part of everyday life around the world. Often centered on family, friends, or special occasions, sharing meals is a practice embedded with traditions and values. However, as mobile phone adoption becomes increasingly pervasive, tensions emerge about how appropriate it is to use personal devices while sharing a meal with others. Furthermore, while personal devices have been designed to support awareness for the individual user (e.g., notifications), little is known about how to support shared awareness in acceptability in social settings such as meals. In order to understand attitudes about mobile phone use during shared mealtimes, we conducted an online survey with 1,163 English-speaking participants. We find that attitudes about mobile phone use at meals differ depending on the particular phone activity and on who at the meal is engaged in that activity, children versus adults. We also show that three major factors impact participants' attitudes: 1) their own mobile phone use; 2) their age; and 3) whether a child is present at the meal. We discuss the potential for incorporating social awareness features into mobile phone systems to ease tensions around conflicting mealtime behaviors and attitudes.
Parental availability and responsiveness were experimentally manipulated to determine the effects on children’s athletic performance. Fifty children (3–12-year-olds) ran as fast as possible around a softball diamond twice: once while parents were available and responsive and once while parents were unavailable and unresponsive (engrossed in mobile phone; order randomized and counterbalanced). Children ran about three seconds faster and were 17% less likely to trip, fall, or false start in the parental available and responsive condition. In addition, during only the available and responsive condition in which parents were instructed to watch their child and respond as they normally would, children ran faster as their parents’ sensitivity increased. Similarly, children ran faster as parents’ harshness decreased.
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.
The purpose of this study was to explore the bidirectional relationship between the use of social networking sites (SNS) for leisure, and family and leisure satisfaction. The sociotechnological model served as a sensitising theoretical framework for this study. Seven families (22 individuals) took part in group and individual interviews. The data obtained from interviews were analysed using constant comparative method. The results showed that influences of SNS on satisfaction with family leisure and family satisfaction varied: the use of SNS helped families to build enjoyable family leisure, stay connected with family members and increase a sense of belonging. In some cases, however, it also decreased the amount of time spent with family, lowered attention during face-to-face interactions, provided opportunity for negative comparisons and caused concerns about the development of social skills among youth. In turn, family relationships and satisfaction with family life influenced the way family members used SNS for leisure. Some participants increased the use of SNS during times of family conflict in order to seek support and as a way to distract themselves from unpleasant thoughts. Others limited their use of SNS due to lack of interest in social pursuits and to avoid sharing information about family conflicts.
Many children are spending more time with screen media than has been recommended by the American Academy of Pediatrics. There is evidence that parent television use is associated with higher levels of child television time, but we know little about what predicts children's media use with other technology. Using a nationally representative sample of more than 2300 parents of children ages 0–8, children's time spent with four digital media devices – television, computers, smartphones, and tablet computers – was examined. Results from linear regression analyses indicate across all four platforms that parents' own screen time was strongly associated with child screen time. Further analyses indicate that child screen time use appears to be the result of an interaction between child and parent factors and is highly influenced by parental attitudes. Results suggest that policymakers should consider the family environment as a whole when developing policy to influence children's screen media use at home.
This article reviews the literature relating to the potential impact of exposure to screen media on the emotional development of infants. The available literature suggests that screen media, in particular television, has a substantially disruptive effect on the quantity and quality of parent-child interactions, which are essential for developing secure attachments. Parental attitudes towards screen media, that is if they are happy to use it as a ‘babysitter’ or do not see any negative consequences to excessive exposure, are also noted to be major factors in how much screen time children have daily. There is a critical need for evidence-based guidelines for parents and professionals concerning the use of screen media.
To examine associations of maternal mobile device use with the frequency of mother–child interactions during a structured laboratory task.Methods
Participants included 225 low-income mother–child pairs. When children were ∼6 years old, dyads were videotaped during a standardized protocol in order to characterize how mothers and children interacted when asked to try familiar and unfamiliar foods. From videotapes, we dichotomized mothers on the basis of whether or not they spontaneously used a mobile device, and we counted maternal verbal and nonverbal prompts toward the child. We used multivariate Poisson regression to study associations of device use with eating prompt frequency for different foods.ResultsMothers were an average of 31.3 (SD 7.1) years old, and 28.0% were of Hispanic/nonwhite race/ethnicity. During the protocol, 23.1% of mothers spontaneously used a mobile device. Device use was not associated with any maternal characteristics, including age, race/ethnicity, education, depressive symptoms, or parenting style. Mothers with device use initiated fewer verbal (relative rate 0.80; 95% confidence interval 0.63, 1.03) and nonverbal (0.61; 0.39, 0.96) interactions with their children than mothers who did not use a device, when averaged across all foods. This association was strongest during introduction of halva, the most unfamiliar food (0.67; 0.48, 0.93 for verbal and 0.42; 0.20, 0.89 for nonverbal interactions).Conclusions
Mobile device use was common and associated with fewer interactions with children during a structured interaction task, particularly nonverbal interactions and during introduction of an unfamiliar food. More research is needed to understand how device use affects parent–child engagement in naturalistic contexts.
Presents a summary of research findings that suggests that the qualitative nature of 1-yr-olds' attachment to their mothers is related both to earlier mother–infant interaction and to various aspects of their later development. The way in which they organize their behavior toward their mothers affects the way in which they organize their behavior toward other aspects of their environment, both animate and inanimate. This organization provides a core of continuity in development despite changes that come with cognitive and socioemotional developmental acquisitions. Despite the need for further research into children's attachment to their parents and to other figures, findings to date provide relevant leads for policies, education in parenting, and intervention procedures to further the welfare of infants and young children. (33 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper discusses three concepts that govern technosocial practices among university students with iPhones. First is the social expectation of constant connection that requires multitasking to achieve. Second is the resulting technosocial pecking order of who gets interrupted or ignored for whom. Third is the way that many students push back against these demands with techno-resistance, deliberately curtailing constant connection to reduce the negative effects of multitasking, in spite of the risk of social censure. These concepts are developed from interviews with 57 students, 30 hours of field observations, and a survey of 177 students on Stanford campus, which in particular explored iPhone use. This research concludes that so-called "digital natives" must still navigate familiar social dynamics and personal desires, both online and off. Providing a detailed description of how students from across campus make sense of iPhones in their everyday technosocial assemblages, this research suggests opportunities for more socially and cognitively sensitive design of smartphone features.
Driver distraction has been identified as a threat to individual drivers and public health. Motor vehicle collisions remain a leading cause of death for children, yet little is known about distractions among drivers of children. This study sought to characterize potential distractions among drivers of children.
A 2-site, cross-sectional, computerized survey of child passenger safety practices was conducted among adult drivers of 1- to 12-year-old children who presented for emergency care between October 2011 to May 2012. Drivers indicated the frequency with which they engaged in 10 potential distractions in the past month while driving with their child. Distractions were grouped in 4 categories: 1) nondriving, 2) cellular phone, 3) child, and 4) directions. Information about other unsafe driving behaviors and sociodemographic characteristics was collected.
Nearly 90% of eligible parents participated. Analysis included 570 drivers (92.2%). Non-driving-related and cellular phone-related distractions were disclosed by >75% of participants. Fewer participants disclosed child (71.2%) and directions-related distractions (51.9%). Child age was associated with each distraction category. Cellular phone-related distractions were associated with the child riding daily in the family car, non-Hispanic white, and higher education. Parents admitting to drowsy driving and being pulled over for speeding had over 2 times higher odds of disclosing distractions from each category.
Distracted driving activities are common among drivers of child passengers and are associated with other unsafe driving behaviors. Child passenger safety may be improved by preventing crash events through the reduction or elimination of distractions among drivers of child passengers.
Mobile devices are a ubiquitous part of American life, yet how families use this technology has not been studied. We aimed to describe naturalistic patterns of mobile device use by caregivers and children to generate hypotheses about its effects on caregiver-child interaction.
Using nonparticipant observational methods, we observed 55 caregivers eating with 1 or more young children in fast food restaurants in a single metropolitan area. Observers wrote detailed field notes, continuously describing all aspects of mobile device use and child and caregiver behavior during the meal. Field notes were then subjected to qualitative analysis using grounded theory methods to identify common themes of device use.
Forty caregivers used devices during their meal. The dominant theme salient to mobile device use and caregiver-child interaction was the degree of absorption in devices caregivers exhibited. Absorption was conceptualized as the extent to which primary engagement was with the device, rather than the child, and was determined by frequency, duration, and modality of device use; child response to caregiver use, which ranged from entertaining themselves to escalating bids for attention, and how caregivers managed this behavior; and separate versus shared use of devices. Highly absorbed caregivers often responded harshly to child misbehavior.
We documented a range of patterns of mobile device use, characterized by varying degrees of absorption. These themes may be used as a foundation for coding schemes in quantitative studies exploring device use and child outcomes.
As the smartphone proliferates in American society, so too do stories about its value and impact. In this paper we draw on advertisements and news articles to analyze cultural discourse about the smartphone. We highlight two common tropes: one calling for increased technological integration, the other urging individuals to dis-integrate the smartphone from daily life. We examine the idealized subject positions of these two stories and show how both simplistic tropes call on the same overarching values to compel individuals to take opposing actions. We then reflect on the conflicts individuals experience in trying to align and account for their actions in relation to multiple contradictory narratives. Finally, we call for CHI researchers to tell and provoke more complicated stories of technologies and their relationships with values in conversations, publications, and future designs.
Recent advancements in communication technology have enabled billions of people to connect over great distances using mobile phones, yet little is known about how the frequent presence of these devices in social settings influences face-to-face interactions. In two experiments, we evaluated the extent to which the mere presence of mobile communication devices shape relationship quality in dyadic settings. In both, we found evidence they can have negative effects on closeness, connection, and conversation quality. These results demonstrate that the presence of mobile phones can interfere with human relationships, an effect that is most clear when individuals are discussing personally meaningful topics.
During the past 30 years, new communication technology devices have become common in American homes—among them are personal computers and the Internet. Social critics and other polemicists have argued whether these devices result in either positive or negative change in the lives of families. The authors examine the literature about family use of computers and the Internet and also look at how these technologies affect families' social networks, work, and interventions with families. Finally, the authors suggest directions for future research on communication technology within the context of families.
We investigated the effects of divided attention during walking. Individuals were classified based on whether they were walking while talking on a cell phone, listening to an MP3 player, walking without any electronics, or walking in a pair. In the first study, we found that cell phone users walked more slowly, changed directions more frequently, and were less likely to acknowledge other people than individuals in the other conditions. In the second study, we found that cell phone users were less likely to notice an unusual activity along their walking route (a unicycling clown). Cell phone usage may cause inattentional blindness even during a simple activity that should require few cognitive resources.