Deakin University, Institute for Physical Activity and Nutrition, Burwood, Victoria, Australia.
Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada.
PLoS One. 2018 Apr 4;13(4):e0193700. doi: 10.1371/journal.pone.0193700. eCollection 2018.
Screen time and physical activity behaviours develop during the crucial early childhood period (0-5 years) and impact multiple health and developmental outcomes, including psychosocial wellbeing. Social skills, one component of psychosocial wellbeing, are vital for children's school readiness and future mental health. This study investigates potential associations of screen time and outdoor play (as a proxy for physical activity) with social skills. Cross sectional data were available for 575 mothers with a child (54% boys) aged 2-5 years. Mothers reported their child's screen time, outdoor play time and social skills (Adaptive Social Behavior Inventory; ASBI). Multiple linear regression analyses assessed associations of screen and outdoor play time (Model 1) and compliance with screen time and physical activity recommendations (Model 2) with three ASBI subscales. Boys and girls spent a mean of 2.0 and 2.2 hours per day in screen time, and 3.3 and 2.9 hours per day in outdoor play, respectively. Girls scores for express and comply skills were significantly higher than boys (p<0.005). After applying the Benjamini-Hochberg Procedure to adjust for multiple associations, children's television/DVD/video viewing was inversely associated with their compliant scores (B = -0.35 95% CI -0.26, -0.14; p = 0.001) and outdoor play time was positively associated with both expressive (B = 0.20 95% CI 0.07, 0.34; p = 0.004) and compliant (B = 0.22 95% CI 0.08, 0.36; p = 0.002) scores. Findings indicate that television/DVD/video viewing may be adversely, and outdoor play favourably, associated with preschool children's social skills. Future research is required to identify the direction of causation and explore potential mechanisms of association.
屏幕时间和身体活动行为在关键的幼儿期（0-5 岁）发展，并影响多种健康和发育结果，包括社会心理幸福感。社会技能是社会心理幸福感的一个组成部分，对儿童的上学准备和未来的心理健康至关重要。本研究调查了屏幕时间和户外活动（作为身体活动的代表）与社会技能之间的潜在关联。横断面数据可用于 575 名年龄在 2-5 岁的儿童的母亲（54%为男孩）。母亲报告了孩子的屏幕时间、户外活动时间和社会技能（适应性社会行为量表；ASBI）。多元线性回归分析评估了屏幕时间和户外活动时间（模型 1）以及遵守屏幕时间和身体活动建议（模型 2）与 ASBI 三个分量表的关联。男孩和女孩每天分别花 2.0 小时和 2.2 小时在屏幕时间上，每天分别花 3.3 小时和 2.9 小时在户外活动上。女孩的表达和遵守技能得分明显高于男孩（p<0.005）。在应用 Benjamini-Hochberg 程序调整多个关联后，儿童看电视/ DVD/视频观看与他们的遵守分数呈负相关（B = -0.35 95%CI -0.26，-0.14；p = 0.001），户外活动时间与表达（B = 0.20 95%CI 0.07，0.34；p = 0.004）和遵守（B = 0.22 95%CI 0.08，0.36；p = 0.002）分数呈正相关。研究结果表明，看电视/ DVD/视频可能会对学龄前儿童的社会技能产生不利影响，而户外活动则可能有利。需要进一步的研究来确定因果关系的方向，并探讨潜在的关联机制。
