Associations between screen time and cognitive development in preschoolers
Zhang Z, Adamo KB, Ogden N, Goldfield GS, Okely AD, Kuzik N, Crozier M, Hunter S, Predy M, Carson V
Paediatrics & child health · 17 citations
Review labels
Neutral facts our review recorded about how this study was done. They describe method, never whether we like the result.
How it was studied
- Design
- Cross-sectional study (classified by our AI screen)
- Studied in
- People
- Main outcome
- Health markers and function
Who paid for it
- Funding
- Funding not disclosed
Publication
- Published
- 2021-08-26 · Paediatr Child Health · vol. 27 · issue 2 · pp. 105–110
- Publisher
- Oxford University Press
- Cited
- 72 citations · more than 100% of similar papers · 24.2× the field average
- Impact
- Top 10% most cited in its field
- References
- 32 works
- Access
- Open access (repository copy)
- Research areas
- Child Development and Digital Technology · Infant Development and Preterm Care · Impact of Technology on Adolescents
- Keywords
- screen time, cognitive development, preschool children, working memory, expressive vocabulary, television viewing, screen time recommendations, early childhood
10 authors
From CA, AU
- Zhiguang ZhangUniversity of Alberta
- Kristi B. AdamoUniversity of Ottawa
- Nancy OgdenMount Royal University
- Gary Scott GoldfieldChildren's Hospital of Eastern Ontario
- Anthony David OkelyUniversity of Wollongong; Illawarra Health and Medical Research Institute
- Nicholas KuzikUniversity of Alberta
Abstract
Objectives
To examine the cross-sectional associations between screen time and cognitive development in preschoolers.
Methods
Participants were 97 preschoolers (36 to 60 months) in Alberta and Ontario, Canada in the supporting Healthy physical AcTive Childcare setting (HATCH) study. The time that children spent watching television, videos or DVDs (television time) or playing video or computer games (video game time) on a television, computer, or portable device was assessed using a parental questionnaire. Television time and video game time were summed to calculate total screen time. Adherence to the screen time recommendation (≤1 hour/day) of the Canadian 24-Hour Movement Guidelines was calculated. Expressive vocabulary and working memory were assessed using the Early Years Toolbox. Due to the distribution of working memory, it was categorized as a binary variable based on the median score. The associations between screen time and cognitive development were examined using mixed models (expressive vocabulary) or generalized mixed models (working memory).
Results
Screen time was not associated with expressive vocabulary. Preschoolers who had higher total screen time were less likely to have better working memory (OR=0.52; 95%CI:0.31, 0.88), despite the null associations for television time (P=0.155) and video game time (P=0.079). Preschoolers who met the screen time recommendation were more likely to have higher working memory capacity (OR=3.48; 95%CI:1.06, 11.47), compared to those who did not meet the recommendation.
Conclusion
Limiting total screen time to no more than one hour per day may facilitate working memory development in preschoolers. Screen time may be unrelated to expressive language development in this age group.
Abstract via Europe PMC. Copyright remains with the authors or publisher.
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