Pagani Linda S, Fitzpatrick Caroline, Barnett Tracie A, Dubow Eric
Ecole de psychoéducation and Groupe de Recherche sur les Environnements Scolaires, Université de Montréal, succursale Centre-ville, Montréal, Canada.
Arch Pediatr Adolesc Med. 2010 May;164(5):425-31. doi: 10.1001/archpediatrics.2010.50.
To estimate the influence of early childhood television exposure on fourth-grade academic, psychosocial, and lifestyle characteristics.
Prospective longitudinal study.
Institut de la Statistique du Québec, Québec, Canada.
A total of 1314 (of 2120) children. Main Exposure Parent-reported data on weekly hours of television exposure at 29 and 53 months of age. We conducted a series of ordinary least-squares regressions in which children's academic, psychosocial, and lifestyle characteristics are linearly regressed on early and preschool television exposure.
Parent and teacher reports of academic, psychosocial, and health behaviors and body mass index measurements (calculated as weight in kilograms divided by height in meters squared) at 10 years of age.
Adjusting for preexisting individual and family factors, every additional hour of television exposure at 29 months corresponded to 7% and 6% unit decreases in classroom engagement (95% confidence interval [CI], -0.02 to -0.004) and math achievement (95% CI, -0.03 to 0.01), respectively; 10% unit increases in victimization by classmates (95% CI, 0.01 to 0.05); 13% unit decreases in time spent doing weekend physical activity (95% CI, 0.81 to 2.25); 9% unit decreases in activities involving physical effort (95% CI, -0.04 to 0.00); higher consumption scores for soft drinks and snacks by 9% and 10% (95% CI, 0.00 to 0.04 and 95% CI, 0.00 to 0.02), respectively; and 5% unit increases in body mass index (95% CI, 0.01 to 0.05). Preschool increments in exposure also made a unique contribution to developmental risk.
The long-term risks associated with higher levels of early exposure may chart developmental pathways toward unhealthy dispositions in adolescence. A population-level understanding of such risks remains essential for promoting child development.
评估幼儿期看电视对四年级学生学业、心理社会及生活方式特征的影响。
前瞻性纵向研究。
加拿大魁北克省魁北克统计研究所。
（2120名儿童中的）1314名儿童。主要暴露因素为家长报告的孩子在29个月和53个月大时每周看电视的时长。我们进行了一系列普通最小二乘法回归分析，将儿童的学业、心理社会及生活方式特征对幼儿期和学龄前看电视暴露情况进行线性回归。
10岁时家长和教师对学业、心理社会及健康行为的报告，以及体重指数测量值（计算方法为体重千克数除以身高米数的平方）。
在对个体和家庭既有因素进行校正后，29个月大时每多看一小时电视，课堂参与度（95%置信区间[CI]，-0.02至-0.004）和数学成绩（95%CI，-0.03至0.01）分别下降7%和6%；被同学欺负的情况增加10%（95%CI，0.01至0.05）；周末进行体育活动的时间减少13%（95%CI，0.81至2.25）；涉及体力消耗的活动减少9%（95%CI，-0.04至0.00）；软饮料和零食的消费得分分别提高9%和10%（95%CI分别为0.00至0.04和95%CI，0.00至0.02）；体重指数增加5%（95%CI，0.01至0.05）。学龄前看电视时长的增加也对发育风险有独特影响。
早期看电视时间较长带来的长期风险可能会勾勒出青少年走向不健康性格的发展路径。从人群层面了解此类风险对于促进儿童发展仍然至关重要。
