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Frontiers in psychology
Von Ruiz-Ruano García AM, Flensborg-Madsen T und López Puga J.
Inhalt auf Englisch
Screen time may influence language development during early childhood, although its effects may vary depending on contextual factors. While screen use can support development when guided by adults, excessive exposure has been associated with less favorable language outcomes.
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Data from 16,914 children (51% girls, 78% White; M = 3.03 years, SD = 1.37) were obtained from the 2023 National Survey of Children's Health. Networks of red-flag language milestones were estimated separately for children aged 1-2 and 3-5 years. Participants were classified according to World Health Organization (WHO) screen-time recommendations (<1 h/day vs. ≥1 h/day).
Partially regularized network models revealed denser connectivity among language-development indicators in children with higher levels of screen exposure. This pattern was reflected in a greater number of network edges and fully connected subclusters and was particularly pronounced among children aged 3-5 years.
The findings suggest that higher screen-time exposure is associated with more interconnected patterns of language-development difficulties during early childhood. These results contribute to a deeper understanding of language development in the context of children's screen use and may provide useful insights for families, educational professionals, and policymakers interested in promoting healthy developmental environments and informed decisions regarding screen exposure.
Erschienen in Frontiers in psychology. Das Abstract steht hier so, wie es veröffentlicht wurde, und bleibt das Werk seiner Autoren; den vollständigen Artikel liest du an der Quelle.
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