Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study
Abstract Background The primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the c...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-03-01
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| Series: | Pilot and Feasibility Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40814-023-01266-6 |
| _version_ | 1797865574943948800 |
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| author | Jasmine Rai Madison Predy Sandra A. Wiebe Christina Rinaldi Yao Zheng Valerie Carson |
| author_facet | Jasmine Rai Madison Predy Sandra A. Wiebe Christina Rinaldi Yao Zheng Valerie Carson |
| author_sort | Jasmine Rai |
| collection | DOAJ |
| description | Abstract Background The primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent–child interactions for two screen-based tasks and a storybook reading task. Methods Participants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children’s screen time patterns (i.e., type, device, content, context) were parental-reported using a 2-week online daily diary design. Children’s cognitive development (i.e., working memory, inhibitory control, self-control, and language) was measured virtually through a recorded Zoom session. Parent–child interactions during three separate tasks (i.e., video, electronic game, and storybook reading) were also measured virtually through a separate recorded Zoom session (n = 42). The quality of the interactions was determined by the Parent–Child Interaction System (PARCHISY). Descriptive statistics, Intra-class correlations (ICC), Spearman’s Rho correlations, and a one-way repeated measures ANOVA with a post-hoc Bonferroni test were conducted. Results All virtual protocol procedures ran smoothly. Most (70%) participants were recruited from four 1-week directly targeted Facebook ads. High completion rates and high inter-rater reliability in a random sample (Diary: 95% for 13/14 days; Cognitive development: 98% 3/4 tests, ICC > 0.93; Parent–child interactions: 100% for 3 tasks, Weighted Kappa ≥ 0.84) were observed for measures. Across cognitive development outcomes, medium effect sizes were observed for five correlations, with positive correlations observed with certain content (i.e., educational screen time) and negative associations observed for total screen time and certain types (show/movie/video viewing) and contexts (i.e., co-use). Medium and large effect sizes were observed for the differences in parent–child interaction quality between the three tasks. Conclusions The virtual study protocol appeared feasible. Preliminary findings suggest it may be important to go beyond total duration and consider type, content, and context when examining the association between screen time and cognitive development. A future longitudinal study using this virtual protocol will be conducted with a larger and more generalizable sample. |
| first_indexed | 2024-04-09T23:10:18Z |
| format | Article |
| id | doaj.art-f4252e1f99b74cefbb04d42ce5ecc605 |
| institution | Directory Open Access Journal |
| issn | 2055-5784 |
| language | English |
| last_indexed | 2024-04-09T23:10:18Z |
| publishDate | 2023-03-01 |
| publisher | BMC |
| record_format | Article |
| series | Pilot and Feasibility Studies |
| spelling | doaj.art-f4252e1f99b74cefbb04d42ce5ecc6052023-03-22T10:26:57ZengBMCPilot and Feasibility Studies2055-57842023-03-019111210.1186/s40814-023-01266-6Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot studyJasmine Rai0Madison Predy1Sandra A. Wiebe2Christina Rinaldi3Yao Zheng4Valerie Carson5Faculty of Kinesiology, Sport and Recreation, University of AlbertaFaculty of Kinesiology, Sport and Recreation, University of AlbertaFaculty of Arts – Department of Psychology, University of AlbertaFaculty of Education – Department of Educational Psychology, University of AlbertaFaculty of Arts – Department of Psychology, University of AlbertaFaculty of Kinesiology, Sport and Recreation, University of AlbertaAbstract Background The primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent–child interactions for two screen-based tasks and a storybook reading task. Methods Participants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children’s screen time patterns (i.e., type, device, content, context) were parental-reported using a 2-week online daily diary design. Children’s cognitive development (i.e., working memory, inhibitory control, self-control, and language) was measured virtually through a recorded Zoom session. Parent–child interactions during three separate tasks (i.e., video, electronic game, and storybook reading) were also measured virtually through a separate recorded Zoom session (n = 42). The quality of the interactions was determined by the Parent–Child Interaction System (PARCHISY). Descriptive statistics, Intra-class correlations (ICC), Spearman’s Rho correlations, and a one-way repeated measures ANOVA with a post-hoc Bonferroni test were conducted. Results All virtual protocol procedures ran smoothly. Most (70%) participants were recruited from four 1-week directly targeted Facebook ads. High completion rates and high inter-rater reliability in a random sample (Diary: 95% for 13/14 days; Cognitive development: 98% 3/4 tests, ICC > 0.93; Parent–child interactions: 100% for 3 tasks, Weighted Kappa ≥ 0.84) were observed for measures. Across cognitive development outcomes, medium effect sizes were observed for five correlations, with positive correlations observed with certain content (i.e., educational screen time) and negative associations observed for total screen time and certain types (show/movie/video viewing) and contexts (i.e., co-use). Medium and large effect sizes were observed for the differences in parent–child interaction quality between the three tasks. Conclusions The virtual study protocol appeared feasible. Preliminary findings suggest it may be important to go beyond total duration and consider type, content, and context when examining the association between screen time and cognitive development. A future longitudinal study using this virtual protocol will be conducted with a larger and more generalizable sample.https://doi.org/10.1186/s40814-023-01266-6Screen timePreschool childrenParent–child interactionsCognitive development |
| spellingShingle | Jasmine Rai Madison Predy Sandra A. Wiebe Christina Rinaldi Yao Zheng Valerie Carson Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study Pilot and Feasibility Studies Screen time Preschool children Parent–child interactions Cognitive development |
| title | Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study |
| title_full | Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study |
| title_fullStr | Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study |
| title_full_unstemmed | Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study |
| title_short | Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study |
| title_sort | patterns of preschool children s screen time parent child interactions and cognitive development in early childhood a pilot study |
| topic | Screen time Preschool children Parent–child interactions Cognitive development |
| url | https://doi.org/10.1186/s40814-023-01266-6 |
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