STRATEGIES IN ADDRESSING STATE SCREEN TIME POLICIES IN EARLY CARE AND EDUCATION CENTERS IN LOUISIANA.

BACKGROUND

Multiple state and local governments have legislated screen time policy regulations in early care and education (ECE) centers in the United States, though little is known about how and whether these are enacted within these settings. This study examined the implementation, communication, monitoring, enforcement, and evaluation strategies of recently enacted state-level early childhood education (ECE) center screen time regulations in a southern U.S. state.

METHODS

ECE directors (=12) participated in semi-structured interviews after the regulations were enacted, and interview transcripts were evaluated using thematic analysis.

RESULTS

Most directors reported making environmental changes (e.g., removing screens from the classroom) and limiting children's and staff members' access to devices (e.g., restricting classroom time spent on screens), including regulating staff members' own screen time (i.e., phone usage). ECE center directors reported daily monitoring for adherence to regulations and used a variety of enforcement strategies, and most reported no adverse effects from implementing the policy. A few directors reported receiving resources from agencies or organizations to assist in implementing, monitoring, or enforcing screen time regulations.

DISCUSSION

In this sample, environmental and individual changes helped ECE centers adhere to the regulations, along with frequent monitoring.

CONCLUSIONS

Development of technical assistance resources to support environmental and logistical changes, along with continued evaluation of the regulations, are warranted to minimize or eliminate screen time at ECE centers.