Sundqvist Annette, Barr Rachel, Heimann Mikael, Birberg-Thornberg Ulrika, Koch Felix-Sebastian
Department of Behavioural Sciences and Learning, Infant and Child Lab, Linköping University, Linköping, Sweden.
Georgetown University, Washington, District of Columbia, USA.
Acta Paediatr. 2024 Mar;113(3):517-522. doi: 10.1111/apa.17047. Epub 2023 Nov 28.
This study addresses the scarcity of longitudinal research on the influence of screen media on children. It aims to explore the longitudinal relationship between children's vocabulary development and their exposure to screen media.
The study, initiated in 2017, included 72 children (37 boys) in Östergötland, Sweden, at three key developmental stages: preverbal (9.7 months), early verbal (25.5 months) and preliterate (5.4 years). Parents completed online surveys at each time point, reporting their child's screen time. At 10 months and 2 years, age-appropriate vocabulary assessments were conducted online. At age 5, children's vocabulary was laboratory assessed.
Correlational analysis revealed a negative relationship between language scores and screen media use across all time points. Furthermore, a cross-lagged panel model demonstrated that screen media use showed significant continuity over time, with screen use at age 2 predicting language development at ages 2 and 5.
This longitudinal study, spanned from 9 months to 5 years of age, established a predictive negative association between children's exposure to screen media and their vocabulary development. These findings underscore the need to consider the impact of screen media on early childhood development and may inform guidelines for screen media use in young children.
本研究旨在解决关于屏幕媒体对儿童影响的纵向研究稀缺的问题。其目的是探索儿童词汇发展与其接触屏幕媒体之间的纵向关系。
该研究于2017年启动，纳入了瑞典东约特兰省的72名儿童（37名男孩），涵盖三个关键发育阶段：语言前阶段（9.7个月）、早期语言阶段（25.5个月）和学前识字阶段（5.4岁）。家长在每个时间点完成在线调查，报告孩子的屏幕使用时间。在10个月和2岁时，进行适合其年龄的在线词汇评估。在5岁时，对儿童的词汇进行实验室评估。
相关性分析显示，在所有时间点，语言分数与屏幕媒体使用之间均呈负相关。此外，交叉滞后面板模型表明，屏幕媒体使用随时间显示出显著的连续性，2岁时的屏幕使用情况可预测2岁和5岁时的语言发展。
这项从9个月到5岁的纵向研究，确立了儿童接触屏幕媒体与其词汇发展之间的预测性负相关关系。这些发现强调了需要考虑屏幕媒体对幼儿发展的影响，并可能为幼儿屏幕媒体使用指南提供参考。
