School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland.
Department of Psychiatry and Neuroscience, School of Medicine, University of California, Riverside, CA, USA.
Eur J Pediatr. 2021 Jul;180(7):2199-2211. doi: 10.1007/s00431-021-04008-z. Epub 2021 Mar 8.
The objective of this study was to explore the extent to which the association between screen time and psychosocial development in preschool children differed between the sexes and according to their frequency of engagement in physical activity. Data are based on a prospective cohort of Irish children, collected between 2010 and 2013 when children were ages 3 (n=9786) and 5 years (n=9001). Children's screen time (h/day), psychosocial development (Strengths and Difficulties Questionnaire), and physical activity (bouts/week) were assessed via caregiver report. The magnitude of the association between screen time and changes in behavioural difficulties differed significantly between the sexes. For boys, the association between increased screen time and the onset of behavioural problems coincided directly with a reduction in their frequency of engagement in physical activity. The association between screen time and changes in behavioural difficulties was not moderated by girls' engagement in physical activity, however; and there was no difference in the association between screen time and prosocial behaviours at different frequencies of engagement in physical activity for either boys or girls.Conclusions: Results support recommendations to establish greater balance between physical activity and sedentary behaviours in token economy systems to minimise the negative effects of excessive screen time. What is Known: • Provision of screen time has become normalised as a behavioural reinforcer for use with young children. • Screen viewing above recommended guidelines is associated with behavioural problems that reflect poor self-regulation. What is New: • Boys' levels of engagement in physical activity moderated the relationship between screen time and changes in behavioural difficulties between the ages of 3 and 5 years. • Neither screen time nor physical activity was significantly associated with changes in prosocial behaviours between the ages of 3 and 5 years for either boys or girls.
本研究旨在探讨屏幕时间与学龄前儿童心理社会发展之间的关联在多大程度上因性别而异，并根据其身体活动频率而有所不同。数据基于爱尔兰儿童的前瞻性队列研究，于 2010 年至 2013 年期间收集，当时儿童年龄分别为 3 岁（n=9786）和 5 岁（n=9001）。通过照顾者报告评估儿童的屏幕时间（小时/天）、心理社会发展（长处和困难问卷）和身体活动（次数/周）。屏幕时间与行为问题变化之间的关联程度因性别而异。对于男孩，屏幕时间增加与行为问题的发生直接相关，而与他们参与身体活动的频率降低直接相关。然而，女孩参与身体活动并不能调节屏幕时间与行为问题变化之间的关联；对于男孩或女孩，在不同身体活动频率下，屏幕时间与亲社会行为之间的关联没有差异。结论：研究结果支持在代币经济系统中建立更多的身体活动和久坐行为之间的平衡，以最小化过度屏幕时间的负面影响的建议。已知内容：• 提供屏幕时间已成为对幼儿进行行为强化的正常手段。• 超过推荐指南的屏幕观看与反映自我调节不良的行为问题有关。新内容：• 男孩的身体活动参与度调节了 3 至 5 岁之间屏幕时间与行为困难变化之间的关系。• 无论是男孩还是女孩，在 3 至 5 岁之间，屏幕时间或身体活动都与亲社会行为的变化没有显著关联。
