Operto Francesca Felicia, Pastorino Grazia Maria Giovanna, Marciano Jessyka, de Simone Valeria, Volini Anna Pia, Olivieri Miriam, Buonaiuto Roberto, Vetri Luigi, Viggiano Andrea, Coppola Giangennaro
Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, Via Salvator Allende, 84081 Baronissi (Salerno), Italy.
Department of Mental Health, Physical and Preventive Medicine, Clinic of Child and Adolescent Neuropsychiatry, University of Campania "Luigi Vanvitelli", 80138 Naples, Italy.
Brain Sci. 2020 Sep 21;10(9):656. doi: 10.3390/brainsci10090656.
: Over the past decade, the use of digital tools has grown and research evidence suggests that traditional media and new media offer both benefits and health risks for young children. The abilities to understand and use language represent two of the most important competencies developed during the first 3 years of life through the interaction of the child with people, objects, events, and other environmental factors. The main goal of our study is to evaluate the relationship between digital devices use and language abilities in children between 8 and 36 month, also considering the influence of several factors. : We conducted a cross-sectional observational study on digital devices use and language abilities in260 children (140 males = 54%) aged between 8 and 36 months (mean = 23.5 ± 7.18 months). All the parents completed a self-report questionnaire investigating the use of digital devices by their children, and a standardized questionnaire for the assessment of language skills (MacArthur-Bates). Linear regression analysis was used to evaluate the relation between different variables. Subsequent moderation analysis were performed to verify the influence of other factors. : We found a statistically significant negative relation between the total daily time of exposure to digital devices and the Actions and Gestures Quotient (ß = -0.397) in children between 8 and 17 months, and between the total daily time of exposure to digital devices and Lexical Quotient (ß = -0.224) in children between 18 and 36 months. Gender, level of education/job of parents, modality of use/content of digital device did not significantly affect the result of the regression analysis. : In our study we found that a longer time of exposure to digital devices was related to lower mimic-gestural skills in children from 8-17 months and to lower language skills in children between 18 and 36 months, regardless of age, gender, socio-economic status, content, and modality of use. Further studies are needed to confirm and better understand this relation, but parents and pediatricians are advised to limit the use of digital devices by children and encourage the social interaction to support the learning of language and communication skills in this age group.
在过去十年中，数字工具的使用有所增加，研究证据表明，传统媒体和新媒体对幼儿既带来益处，也存在健康风险。理解和使用语言的能力是儿童在生命最初3年通过与人和物体、事件及其他环境因素的互动发展起来的两项最重要的能力。我们研究的主要目标是评估8至36个月儿童使用数字设备与语言能力之间的关系，同时考虑多个因素的影响。我们对260名年龄在8至36个月（平均23.5±7.18个月）的儿童（140名男性，占54%）进行了一项关于数字设备使用与语言能力的横断面观察研究。所有家长都完成了一份自我报告问卷，调查孩子使用数字设备的情况，以及一份用于评估语言技能的标准化问卷（麦克阿瑟-贝茨问卷）。使用线性回归分析来评估不同变量之间的关系。随后进行调节分析以验证其他因素的影响。我们发现，8至17个月儿童每天接触数字设备的总时长与动作和手势商数（β = -0.397）之间存在统计学上显著的负相关，18至36个月儿童每天接触数字设备的总时长与词汇商数（β = -0.224）之间也存在负相关。性别、父母的教育程度/职业、数字设备的使用方式/内容对回归分析结果没有显著影响。在我们的研究中，我们发现，无论年龄、性别、社会经济地位、内容和使用方式如何，接触数字设备时间较长与8至17个月儿童较低的模仿手势技能以及18至36个月儿童较低的语言技能有关。需要进一步研究来证实并更好地理解这种关系，但建议家长和儿科医生限制儿童使用数字设备，并鼓励社交互动，以支持这个年龄段儿童语言和沟通技能的学习。
