![]() ![]() ![]() Results showed that, until 22 months of age, children were not able to learn new words from TV programs. In one experimental study toddlers aging from 15 to 24 months old were taught new words via child–adult interactions versus the Teletubbies TV program. These results are in line with research demonstrating that children learn language through responsive and interactive exchanges rather than by passive viewing. For example, one study’s results suggested that toddlers were more likely to learn new words from interactive touchscreen devices than from television programming. Various research within this area concentrates particularly on the associations between screen device use and linguistic skills evolution in infants and toddlers. However, elaboration on this topic is beyond the scope of this review.īeyond the age of 2, studies examining the developmental impact of screen media yield conflicting results, demonstrating positive, negative or no associations, depending on the age of a child, type of device, program and contextual factors. Indeed, scientists point to the increasing, during COVID-19 era, negative link (or influence) of screen media use to several health problems in the pediatric population, e.g., obesity, mental health problems, diminished physical activity, unhealthy eating, headache prevalence and sleep disorders. The paper focuses on human early development however, this process may influence or precipitate the origins of mental and physical health problems. ![]() A recent experimental study revealed decreased neural synchrony between mothers and eight girls aged 24–42 months during dialogic reading interrupted by smartphone usage in comparison to dialogic reading without such breaks. Moreover, media use by parents may have additional detrimental effects on children’s development by interfering with parent–child interactions. This debate is urgent, especially considering the COVID-19 pandemic, which resulted in increased screen time in all age populations, especially in children, and more parental mental health problems which were positively correlated with excessive screen time and the use of mature-rated programming for children. ![]() To summarize, if one cannot evade screen time in children, how can we use it for children’s maximum advantage? With this review, we aimed at gathering current knowledge on the correlations of different screen media use and development outcomes, as well as providing an overview of potential benefits that new technologies may provide to the pediatric population. Concentrating on the quality of the screen, time has become increasingly relevant in the recent COVID-19 pandemic, which necessitated a transfer of educational and social functioning from real-life to the digital world. It appears that the older the child, the more important how the screen media are used becomes. The emerging evidence supports a more nuanced perspective. However, the prevailing approach towards the use of screen media by children has focused on time limitations. Research in this area largely consists of cross-sectional studies experimental and randomized studies are rare, which makes drawing causative conclusions difficult. The ceaseless and dynamic growth of technological possibilities has given rise to questions regarding their effect on the well-being of children. Screen media are ubiquitous in human life across all age, cultural and socioeconomic groups. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |