Early Start and School of Education, Faculty of Social Sciences (J McNeill, SJ Howard, DP Cliff); Illawarra Health and Medical Research Institute (J McNeill and DP Cliff).
Early Start and School of Education, Faculty of Social Sciences (J McNeill, SJ Howard, DP Cliff); Early Start and School of Psychology, Faculty of Social Sciences (SJ Howard and SA Vella), University of Wollongong, New South Wales, Australia.
Acad Pediatr. 2019 Jul;19(5):520-528. doi: 10.1016/j.acap.2019.02.010. Epub 2019 Mar 8.
To investigate associations of traditional (program viewing) and contemporary (electronic applications, or apps) electronic media use with preschoolers' executive function and psychosocial development 12 months later.
We conducted an analysis of longitudinal data from 185 children (mean age, 4.2 ± 0.6 years). Parents reported children's weekly electronic media use: 1) viewing programs on television or other devices and 2) app and game play using tablets, computers, consoles, or other devices. Direct assessments of children's executive functions (working memory, inhibition, and shifting) and educator-reported psychosocial difficulties were also collected. Linear regression models assessed associations between baseline predictors and developmental outcomes 12 months later, adjusting for covariates, preschool clustering, and baseline levels of predictors.
Higher levels of program viewing at baseline were significantly associated with increases in externalizing behaviors (β = 0.008; 95% confidence interval [CI], 0.002-0.014; P = .010) and total difficulties (β = 0.013; 95% CI, 0.005-0.022; P = .005) at follow-up. High-dose app users (≥30 min/d) had a significantly lower inhibition score (mean difference = -0.04; 95% CI: -0.09 to -0.00; P = .044) at follow-up compared to low-dose app users (1 to 29 min/d).
Limiting electronic app use to <30 min/d and limiting media program viewing may be positively associated with preschool children's cognitive and psychosocial development.
探究传统媒体（节目观看）和当代媒体（电子应用程序，或 app）使用与学龄前儿童 12 个月后执行功能和心理社会发展的关联。
我们对 185 名儿童（平均年龄，4.2±0.6 岁）的纵向数据进行了分析。父母报告了孩子们每周的电子媒体使用情况：1）在电视或其他设备上观看节目，2）使用平板电脑、计算机、游戏机或其他设备玩应用程序和游戏。还直接评估了儿童的执行功能（工作记忆、抑制和转换）以及教育者报告的心理社会困难。线性回归模型评估了基线预测因素与 12 个月后发展结果之间的关联，调整了协变量、幼儿园聚类和预测因素的基线水平。
基线时较高的节目观看量与随访时的外化行为（β=0.008；95%置信区间[CI]，0.002-0.014；P=0.010）和总困难（β=0.013；95% CI，0.005-0.022；P=0.005）的增加显著相关。高剂量 app 用户（≥30 分钟/天）在随访时的抑制评分明显较低（平均差异=-0.04；95% CI：-0.09 至-0.00；P=0.044），而低剂量 app 用户（1 至 29 分钟/天）则较高。
将电子 app 使用限制在<30 分钟/天，将媒体节目观看限制在一定时间内，可能与学龄前儿童的认知和心理社会发展呈正相关。
