Shalani Bita, Azadfallah Parviz, Farahani Hojjatollah, Brand Serge
Department of Psychology, Tarbiat Modares University, Tehran 14117-13116, Iran.
Center for Affective, Sleep and Stress Disorders, Psychiatric Clinics of the University of Basel, 4002 Basel, Switzerland.
Children (Basel). 2023 Jul 10;10(7):1193. doi: 10.3390/children10071193.
There is evidence that Iranian preschool children are increasingly spending their time in front of screens (screen time: ST; time spent with any screen such as TVs, computers, tablets, smartphones, game consoles, or video games), but few studies have explored the possible causes of such an increase. Given this, the present study aimed to qualitatively explore determinants of excessive ST in Iranian children. To this end, parents of preschool children were interviewed, and their answers were qualitatively clustered to identify additional important factors. Key informant interviews were conducted with parents of preschool children in Tehran (Iran). A semi-structured interview was developed to assess child and family life, daily routine, family rules, family interactions, and home climate as possible contributing factors to ST. Parents' audiotaped statements were transcripted verbatim, coded, and clustered into main themes using thematic analysis with the MaxQda software. A total of 20 parents of children aged 2 to 7 were interviewed, and a total of 6 key themes and 28 subthemes were extracted from their interviews. The results of the analysis identified a broad range of both independent and interrelated factors leading to the development and maintenance of ST behaviors among preschool children. Our findings indicate that the central concept is the family. Considering screen-related behaviors, family life encompasses parental health literacy (e.g., parenting pattern, monitoring standards, thoughtful parenting), family psychological atmosphere (e.g., presence of parents, family norms, parent-parent and parent-child interaction, congruency/incongruency of parents with each other) and the digital structure of the home. The child's and parents' actions and characteristics can influence family interactions. A child's and parent's behavior is also influenced by social/cultural factors. Parents' behaviors and attitudes, family communications, and interactions contribute to healthy ST habits in children. It is not possible to examine the child's behavior without considering the family and the dominant environment, since the behavior of family members as a whole affects each family member. Given this, interventions should make parents aware of their role and responsibilities in reducing children's ST and consider the family system as a whole, and interventions also can benefit from considering the parental perceptions of children's behaviors.
有证据表明，伊朗学龄前儿童花在屏幕前的时间越来越多（屏幕时间：ST；花在任何屏幕前的时间，如电视、电脑、平板电脑、智能手机、游戏机或电子游戏），但很少有研究探讨这种增加的可能原因。鉴于此，本研究旨在定性探索伊朗儿童过度屏幕时间的决定因素。为此，对学龄前儿童的父母进行了访谈，并对他们的回答进行定性聚类，以确定其他重要因素。对德黑兰（伊朗）学龄前儿童的父母进行了关键信息访谈。制定了一份半结构化访谈，以评估儿童和家庭生活、日常生活、家庭规则、家庭互动以及家庭氛围等可能导致屏幕时间的因素。父母的录音陈述被逐字转录、编码，并使用MaxQda软件通过主题分析聚类为主要主题。共采访了20名2至7岁儿童的父母，从他们的访谈中总共提取了6个关键主题和28个子主题。分析结果确定了导致学龄前儿童屏幕时间行为形成和维持的广泛的独立和相互关联的因素。我们的研究结果表明，核心概念是家庭。考虑到与屏幕相关的行为，家庭生活包括父母的健康素养（如育儿模式、监督标准、体贴育儿）、家庭心理氛围（如父母的陪伴、家庭规范、父母之间以及亲子之间的互动、父母之间的一致性/不一致性）以及家庭的数字结构。儿童和父母的行为及特征会影响家庭互动。儿童和父母的行为也受到社会/文化因素的影响。父母的行为和态度、家庭沟通以及互动有助于儿童养成健康的屏幕时间习惯。不考虑家庭和主导环境就无法审视儿童的行为，因为家庭成员的整体行为会影响每个家庭成员。鉴于此，干预措施应让父母意识到他们在减少孩子屏幕时间方面的作用和责任，并将家庭系统作为一个整体来考虑，而且干预措施还可以从考虑父母对孩子行为的看法中受益。
