Zhenya Chang, Aifeng Zhu, Ling Wang
College of Preschool Education, Changsha Normal University, Changsha, Hunan, China.
Oudun Kindergarten of Changsha, Changsha, China.
Front Psychol. 2024 Jul 24;15:1421341. doi: 10.3389/fpsyg.2024.1421341. eCollection 2024.
To investigate the impact of substituting screen time with other activities on children's cognitive ability.
A total of 583 children (299 males and 284 females), aged 3-6 years, were selected as participants. Correlation, regression, and isochronic substitution analyses were used.
Screen entertainment time on TV (SET_TV) was negatively associated with children's math ability. However, screen learning time on other electronic devices besides TV (SLT_OED) and non-screen learning time by learning alone (NSLT_LA) were positively associated with math ability and language ability. After controlling for gender, age, and family socio-economic status, SET_TV remained negatively associated with math ability, while NSLT_LA remained positively correlated. Furthermore, substituting 10 min of SET_TV with NSLT_LA resulted in an increase of 0.55 in language ability and 0.87 in math ability. Similarly, substituting SLT_OED, sleeping at home, and exercising outside of kindergarten for 10 min of SET_TV resulted in an increase of 0.90, 0.43, and 0.61 in math ability, respectively.
There are cognitive benefits when screen recreation time is replaced with screen learning time, non-screen learning time, sleep time, and exercise time, with the highest benefits observed when screen recreation time is substituted with NSLT_LA.
研究用其他活动替代屏幕时间对儿童认知能力的影响。
选取583名3至6岁儿童（299名男性和284名女性）作为参与者。采用相关性分析、回归分析和等时替代分析。
电视屏幕娱乐时间（SET_TV）与儿童数学能力呈负相关。然而，除电视外其他电子设备上的屏幕学习时间（SLT_OED）和独自学习的非屏幕学习时间（NSLT_LA）与数学能力和语言能力呈正相关。在控制了性别、年龄和家庭社会经济地位后，SET_TV与数学能力仍呈负相关，而NSLT_LA仍呈正相关。此外，用10分钟的NSLT_LA替代SET_TV可使语言能力提高0.55，数学能力提高0.87。同样，用10分钟的SLT_OED、在家睡觉和在幼儿园外锻炼替代SET_TV，数学能力分别提高0.90、0.43和0.61。
用屏幕学习时间、非屏幕学习时间、睡眠时间和锻炼时间替代屏幕娱乐时间对认知有益，用NSLT_LA替代屏幕娱乐时间时益处最大。
