12 research outputs found
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The association between screen media quantity, content, and context and language development
This study investigates the influence of the quantity, content, and context of screen media
use on the language development of 85 Saudi children aged 1 to 3 years. Surveys and weekly
event-based diaries were employed to track childrenâs screen use patterns. Language
development was assessed using JISH Arabic Communicative Development Inventory
(JACDI). Findings indicate that the most significant predictor of expressive and receptive
vocabulary in 12- to 16-month-olds was screen media context (as measured by the
frequency of interactive joint media engagements). In older children (17- to 36-montholds),
more screen time (as measured by the amount of time spent using screens, the
prevalence of background TV at home, and the onset age of screen use) had the highest
negative impact on expressive vocabulary and mean length of utterance. These findings
support health recommendations on the negative effects of excessive screen time and the
positive effects of co-viewing media with children
Young childrenâs screen time during the first COVID-19 lockdown in 12 countries
Older children with online schooling requirements, unsurprisingly, were reported to have increased
screen time during the frst COVID-19 lockdown in many countries. Here, we ask whether younger
children with no similar online schooling requirements also had increased screen time during
lockdown. We examined childrenâs screen time during the frst COVID-19 lockdown in a large cohort
(n= 2209) of 8-to-36-month-olds sampled from 15 labs across 12 countries. Caregivers reported that
toddlers with no online schooling requirements were exposed to more screen time during lockdown
than before lockdown. While this was exacerbated for countries with longer lockdowns, there was no
evidence that the increase in screen time during lockdown was associated with socio-demographic
variables, such as child age and socio-economic status (SES). However, screen time during lockdown
was negatively associated with SES and positively associated with child age, caregiver screen time,
and attitudes towards childrenâs screen time. The results highlight the impact of the COVID-19
lockdown on young childrenâs screen time
COVID-19 first lockdown as a window into language acquisition : associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in childrenâs learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and childrenâs language development. The vocabularies of 1742 children aged8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries(from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their childâs development or vocabulary development benefited from intense caregiver-child interaction during lockdown
COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in childrenâs learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and childrenâs language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their childâs development or vocabulary development benefited from intense caregiver-child interaction during lockdown
The Association Between Young Children's Screen Media Exposure and Early Language Development
The Impact of TV and Digital Media Exposure on the Language Development of Young Children
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The home literacy and media environment of Saudi toddlers
The past few years have witnessed a rapid increase in childrenâs use of screen media. Despite the widespread use of technology in Saudi Arabia, research on screen media use among young children is scarce. The current study provides a comprehensive picture of screen media use and literacy practices among 220 1- to 3-year-olds in Saudi Arabia using an online survey. Findings showed that the vast majority of these children had started using screens before the age of 2 years. Saudi toddlersâ overall screen time was about 3 hours a day which exceeds screen time recommendations by the World Health Organization. Iftah Ya Simsim (the Arabic version of Sesame Street) was childrenâs favourite TV show, YouTube was their favourite mobile media app, and childrenâs songs were their most frequently viewed content type on mobile media. The amount of time toddlers spent with screens was higher than their engagement with reading. More than 40% of the children were never read to, and one quarter had no childrenâs books at home. Results of this study provide a better understanding of childrenâs screen use and reading practices; an important first step in guiding the development of research-driven recommendations for all stakeholders on the use of screens by young children
Young childrenâs screen time during the first COVID-19 lockdown in 12 countries
Older children with online schooling requirements, unsurprisingly, were reported to have increased
screen time during the first COVIDâ19 lockdown in many countries. Here, we ask whether younger children with no similar online schooling requirements also had increased screen time during lockdown. We examined childrenâs screen time during the first COVIDâ19 lockdown in a large cohort (n = 2209) of 8âtoâ36âmonthâolds sampled from 15 labs across 12 countries. Caregivers reported that toddlers with no online schooling requirements were exposed to more screen time during lockdown than before
lockdown. While this was exacerbated for countries with longer lockdowns, there was no evidence that the increase in screen time during lockdown was associated with socioâdemographic variables, such as child age and socioâeconomic status (SES). However, screen time during lockdown was negatively associated with SES and positively associated with child age, caregiver screen time, and attitudes towards childrenâs screen time. The results highlight the impact of the COVIDâ19 lockdown on young childrenâs screen time