McMaster University, Hamilton, Canada.
Department of Public Health Sciences, Queen's University, Kingston, Canada.
Can J Psychiatry. 2024 May;69(5):337-346. doi: 10.1177/07067437231223333. Epub 2023 Dec 27.
To describe screen time levels and determine their association with socioemotional and behavioural difficulties among preschool-aged First Nations, Métis, and Inuit children.
Data were taken from the Aboriginal Children's Survey, a nationally representative survey of 2-5-year-old Indigenous children in Canada. Socioemotional and behavioural difficulties were defined using parent/guardian reports on the Strengths and Difficulties Questionnaire. Multiple linear regression analyses were conducted separately for First Nations, Métis, and Inuit participants, and statistically adjusted for child age, child sex, and parent/guardian education. Statistical significance was set at < 0.002 to adjust for multiple comparisons.
Of these 2-5-year-old children ( [] = 3.57 years) 3,085 were First Nations (53.5%), 2,430 Métis (39.2%), and 990 Inuit (7.3%). Screen time exposure was high among First Nations (= 2 h and 58 min/day, standard deviation [] = 1.89), Métis (= 2 h and 50 min [= 1.83]), and Inuit children (= 3 h and 25 min [= 2.20]), with 79.7% exceeding recommended guidelines (>1 h/day). After adjusting for confounders, screen time was associated with more socioemotional and behavioural difficulties among First Nations (total difficulties = 0.15 [95% CI, 0.12 to 0.19]) and Métis (= 0.16 [95% CI, 0.12 to 0.20]) but not Inuit children (= 0.12 [95% CI, 0.01 to 0.23]).
Screen time exposure is high among Indigenous children in Canada, and is associated with more socioemotional and behavioural difficulties among First Nations and Métis children. Contributing factors could include enduring colonialism that resulted in family dissolution, lack of positive parental role models, and disproportionate socioeconomic disadvantage. Predictors of poor well-being should continue to be identified to develop targets for intervention to optimize the health and development of Indigenous children.
描述学龄前原住民、梅蒂斯和因纽特儿童的屏幕时间水平，并确定其与社会情绪和行为困难之间的关联。
数据来自加拿大全国代表性的 2-5 岁原住民儿童的原住民儿童调查。使用家长/监护人在长处与困难问卷上的报告来定义社会情绪和行为困难。对原住民、梅蒂斯和因纽特参与者分别进行了多元线性回归分析，并根据儿童年龄、性别和家长/监护人教育程度进行了统计学调整。统计显著性设定为<0.002，以调整多重比较。
在这些 2-5 岁的儿童（[]=3.57 岁）中，3085 人为原住民（53.5%），2430 人为梅蒂斯（39.2%），990 人为因纽特人（7.3%）。原住民儿童的屏幕时间暴露量较高（=2 小时 58 分钟/天，标准差 []=1.89），梅蒂斯儿童（=2 小时 50 分钟/天 [=1.83]）和因纽特儿童（=3 小时 25 分钟/天 [=2.20]），有 79.7%的儿童超过了推荐的标准（>1 小时/天）。在调整了混杂因素后，屏幕时间与原住民（总困难=0.15 [95%CI，0.12 至 0.19]）和梅蒂斯（=0.16 [95%CI，0.12 至 0.20]）儿童的社会情绪和行为困难增加有关，但与因纽特儿童（=0.12 [95%CI，0.01 至 0.23]）无关。
加拿大原住民儿童的屏幕时间暴露量较高，与原住民和梅蒂斯儿童的社会情绪和行为困难增加有关。促成因素可能包括持久的殖民主义导致家庭解体、缺乏积极的父母榜样以及不成比例的社会经济劣势。应继续确定不良健康状况的预测因素，以制定干预目标，优化原住民儿童的健康和发展。
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