Journal articles: 'Children's screen use' – Grafiati (2024)

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In this article, the authors investigate the usability of mobile touch-screen devices for children. This is a growing area, and as such there is currently a lack of definitive guidelines for mobile device designers. This article reports two studies that investigated input methods for touch-screens with children aged 7-10, concentrating on the interaction between the child and the devices. In the first study, a range of devices were observed in use, in order to gather overall impressions of interaction styles and user experience. In the second study, a more controlled comparison between stylus and finger input is made. The article concludes by offering a set of general design guidelines for the design of mobile devices for children.

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Screen use by children has increased and starts at an earlier age; but in many cases evidence of the effects is not definitive. Dave Hanco*ck reports on what is known, with some recommendations for advice for parents

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Recently, a considerable amount of literature has been concerned with the impact of screen time on physical activity. Furthermore, recent evidence reveals that children under 14 spend an average of 23 hours each week looking at screens, including watching TV and DVDs, playing video games, or using a computer or mobile device. This study aimed to determine the relationship between technology use and physical activity. 277 parents completed an online questionnaire in this cross-sectional investigation. The questionnaire comprised 44 closed-ended questions divided into three sections: demographics, the impact of technology on children, and the Children's Physical Activity Questionnaire (CPAQ). 88 (31.8%) of children reported up to 5 hours of screen time per day, while 189 (68.2%) reported 6 hours or more. According to the CPAQ, 131 (47.3%) children had a low level of physical activity, 96 (34.7%) had a moderate level, and 50 (18.1%) had a high level. There was a strong relationship between parental age and child screen time, with 24.9% of children with screen time greater than 6 hours having parents aged 35–40 years, compared to 28.4% of children with screen time less than 5 hours having parents aged 25–30 years. Inadequate physical activity in children was linked to the number of siblings, ownership of electronic devices, and screen time. Physical activity should be increased through lifestyle changes that the entire family can implement.

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Background: The use of digital media, such as television, smart phones, tablets, iPod has become a significant part of children’s lives. Children's exposure to digital media is increasing, as are concerns about the impact that screen time has on children and families. The study evaluates the exposure and use of digital media among under five children.Methods: The study was conducted among mothers of under-five children attending Paediatric outpatient department of a hospital. The sample included 150 mothers of under-five children. A structured questionnaire was used to collect data on selected demographic variables. A modified rating scale was used to elicit data regarding the exposure and use of digital media among under-five children.Results: Around half of children were exposed to smartphones between 1-2 years of age. During infancy around forty percent of children were exposed to smart phones. More than half the mothers used mobile devices while doing household chores. A higher proportion of under five children had increased screen time and large proportion (65.3%) of under-five children had high levels of exposure to digital media.Conclusions: A significant number of under five children were using the digital media and screen time exposure exceeded than that of recommended limit.

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Background: Little is known on how time spent on touch-screen technology affects the hand skills development of preschool children. This study aimed to investigate the effects of touch-screen technology usage on hand skills among preschool children. Methods: Case-control design was employed to compare the hand skills of children who were engaged in touch-screen technology. A total of 128 participants aged between five and six years old who attended preschool were recruited and divided into two groups: high usage touch-screen technology (HUTSTG) and, low usage touch-screen technology (LUTSTG). Children's Hand Skills ability Questionnaire (CHSQ) and Assessment of Children's Hand Skills (ACHS) were used to evaluate the children's hand skills. Results: There were significant differences in the hand skills of preschool children between HUTSTG and LUTSTG. Results showed that preschool children in LUTSTG had better hand skills in all domains of CHSQ (p≤0.001) and ACHS (p<0.001) as compared to HUTSTG. Conclusion: Frequent use of touch-screen technology might cause disadvantages to the development of hand skills among preschool children.

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This study examined how children's attitudes toward a peer who used augmentative and alternative communication (AAC) were influenced by type of AAC device accessed by the child for communication. Specifically, the influence of dynamic screens vs. static screens was investigated. Two videotapes were created. In one a child used a dynamic screen voice output AAC device to communicate, and in the other the same child used a static screen voice output AAC device. Children in grades 3 and 5 viewed either the dynamic screen or the static screen videotape. Gender was as evenly distributed between groups as possible. After viewing the videotape, children completed a measure of self-reported attitudes toward children who use AAC. Results indicated effects for gender only. No main effect was found for device type. The two-way interactions of grade x device type and of gender x device type were not statistically significant. The results are discussed along with clinical implications.

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As technology has improved, mobile device use has increased in younger age groups and the time of screen exposure has increased. Screen exposure has many negative effects on children's development. Being in front of the screen for a long time causes attention deficit, speech problems, sensory-motor problems, behavioral and emotional problems in children. Many factors can be effective in increasing screen exposure. Family comes first among these factors. Situations such as family members' occupations, income status, and the number of members in the family affect mobile device use, while mobile device use affects screen exposure time. One of the important effects of screen exposure is the lack of stimulus or negative stimulus. Exposure of children to negative stimuli, especially between the ages of 0-6, when neuroplasticity is the fastest, causes developmental delays. Lack of stimulus prevents children's senses from working in a systematic way. Senses that begin to develop in the womb are negatively affected by screen exposure and sensory integration problems are seen in children. Occupational therapists aim to adapt children with sensory integration problems to daily life with meaningful and purposeful activities, and accordingly, they evaluate the child individually and create and implement an individual therapy program.

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Emotional intelligence is emerging as a relatively important and growing area of behavioural investigation in education, psychology, learning and development. Negative effects may arise and affect children's lives when emotional intelligence deficits. Nowadays, electronic devices have become common and hence it is undeniable that screen time of electronic devices among preschool children is gradually increasing because they have more opportunities to use it in anywhere and anytime. Playfulness is an essential element of childhood that could promote children's emotional intelligence and future mental health. Besides, parents play the main roles in monitoring their children's screen time, in forming children's playfulness traits and in promoting their emotional intelligence. Certain previous researches revealed that the frequency of electronic device usage or screen time was higher for children with lower socioeconomic status families (Dashti & Yateem, 2018; Certain & Kahn, 2002). Low socioeconomic status would affect parenting practices like monitoring and also parental investment (Dashti & Yateem, 2018). This could be supported by previous studies which mentioned parents from low SES families would engage in less responsive ways when interacting or playing with their kids (Conger & Donnellan, 2007; Grant et al., 2003). Moreover, financial difficulties would affect children's socio-emotional development and also parenting strategies like monitoring because low-income parents preferred to use restrictive strategies when monitoring their kids (Hosokawa & Katsura, 2017; Nikken & Jansz, 2006; Conger & Conger, 2002). Nevertheless, higher SES families would use more active and involved interaction style with their kids (Fujioka & Austin, 2002; Linver, Brooks-Gunn & Kohen, 2002; Mayer, 1997). This study sought to determine the relationship between mother's characteristics (age, mothers' education level and employment status), child's characteristics (age), family characteristics (family total monthly income and number of children), screen time, playfulness and parental monitoring with emotional intelligence among Chinese preschool children. Next, the research aims to determine the unique predictors of EI. Keywords: Emotional intelligence, Parental monitoring, Playfulness, Preschool children, Screen time

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Screen time is a controversial subject in media and technology studies. Situated within the media harm debate, binary arguments have developed in discourse about the effect screen time has on people and society. The widespread use of screen-based media is the culmination of user-friendly smartphones and tablets as well as the ubiquitous nature of screen-laden media. How parents define, implement, and manage screen time is imperative to understanding how children engage with screen-based media and the observed effect it has. To understand this discourse, I conducted a social network content analysis of conversations surrounding screen time on the user-generated platform Reddit. The analysis focused on contributors' uses of the term "screen time" and the conversations relating to the implications of screen time for children. Preliminary data suggests that groups form around clusters of information that deem screen time as having a positive, negative or neutral effect - a position that also determines a parent's decision to provide unlimited or restricted access of screens to their children. The conceptual framework for this research draws from Pinch and Bijker's (1990) social construction of technology to understand how social groups form and how these groups share meanings they attach to the artifact (in this case, screens). The group formations around screen time mimic the media harm debate, with children viewed as competent (able to use technology to create, participate and build digital literacies) or vulnerable (subjected to harmful content, physical risks, and potential delays in cognitive development). The problem with the tendency to view children's screen time as positive or negative, rather than both, is it limits management strategies on how to minimize risk and maximize benefit.

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Introduction. Interactive electronic games are popular and are believed to contribute to physical activity accrual. The purpose of this study was to examine children's electronic game use during conditions in which they had free access to selecting interactive and seated screen-based versions of electronic games and during the interactive versions had free choice in making adjustments to the activity intensity.Methods. We systematically observed 60 Hong Kong primary school children during two 60-minute game sessions while simultaneously recording their game mode choices and physical activity levels using SOFIT (System for Observing Fitness Instruction Time).Results. When given free choice, children spent more than half of their available time participating in interactive versions of games. These versions of games provided significantly more moderate-to-vigorous physical activity and greater energy expenditure than the computer screen versions. Children with the opportunity to modify intensity levels spent more time playing the interactive versions and accrued more physical activity.Conclusions. The tenets of behavioral choice theory were supported. Access to new-generation interactive games, particularly those with modifiable intensity levels, may facilitate children's participation in physical activity.

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Purpose – The purpose of this paper is to describe theoretical background, concepts and materials for MEDIA PROTECT, a new elementary-school parent counselling programme to reduce problematic and, in the long term, addictive use of screen media via slowing the increase in screen equipment in children's bedrooms and promoting screen-free leisure activities. The aim of the pilot phase of MEDIA PROTECT was the implementation at a project school with a process evaluation by parents as well as teachers as a basis for improvements prior to a subsequent randomised controlled trial phase. Design/methodology/approach – At t1 and t2, questionnaires were handed out to all 220 families to record media use routines and media-related parenting styles. Advice on media education, information on media effects, plus hands-on technical support for installing protection software were offered to meet the support needs of different parental target groups recorded at t1 (pre-intervention). At t2, parents and teachers assessed MEDIA PROTECT regarding organisation, facilitators, content and duration/length. Findings – In the pilot phase, 60 per cent of families attended the 45-minute face-to-face input, for which high overall satisfaction (53 per cent ‘very high’, 45 per cent ‘high’) was reported. The written material was also rated ‘good’ (59 per cent) or ‘very good’ (33 per cent). Parents reported moderate positive changes in media-related parenting style. Teachers voted for the inclusion of a mandatory half-day teacher training session in the programme. Originality/value – The primary prevention of problematic media use is a neglected issue. This is despite the fact that ever younger age groups spend increasing portions of their time with screen media, which impairs physical, socio-emotional and cognitive development of children, especially those who are already vulnerable and disadvantaged.

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These studies provide new insights into the relationship between parenting style, home environment and the timing of children's use of new technologies. The social and physical home environment has a unique impact on children's viewing time, regardless of parenting style. Our results indicate a relatively low association between parenting style and screen time in 8-year-olds. To reduce the time a child spends watching TV or using a computer or game console, it may be important for parents to become more aware of the impact they have on their child's behavior, especially at an early age. Key words: child development, computer technology, screen time

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Purpose. To explore the factors that contribute to children's screen-related sedentary (S-RS) behaviors. Settings. Elementary schools. Subjects. A random sample of children in grades five and six and their parents. Measures. The outcome measure was children's S-RS activity level measured by a self-administered questionnaire. A full spectrum of potential contributing factors for children's S-RS behaviors was obtained through surveys. Multilevel linear regression methods were used to determine the associations between these factors and children's screen time (hours per day) and results were expressed as regression coefficients (g). Results. Of 955 child-parent pairs in 14 participating schools, 508 pairs (53%) completed the surveys. At an intrapersonal level, protective factors included being a girl (g = − .71); belonging to a sports team inside (g = −.56) or outside (g = −.49) of school; having a negative attitude toward S-RS activities (g = −.13); and having a positive attitude toward physical activity (g = −.48). At the interpersonal and social levels, parental leisure S-RS behaviors (g = .32) were positively associated, whereas strict parental rules on computer use (g = −.27) and family income (g = −.32) were inversely correlated with S-RS behavior. At the environmental level, the presence of TVs in children's bedrooms (g = .44) and owning videogame devices (g = .58) increased the risk of S-RS behaviors, whereas after school programs (g = −.86) and schools' participation in the Turn Off the Screen Week campaign (g = −.91) decreased the risk. Conclusions. Public health interventions should target multilevel factors, including increasing children's awareness, promoting parental involvement in healthy lifestyle pursuits, and creating less screenogenic environments.

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The struggle to thrive as a productive student researcher, an attentive parent, and a caring partner can be difficult, particularly for international student parents who are far from home and also possibly burdened with complex cultural expectations, interpersonal dynamics, and institutional biases. Using uses and gratifications theory as a framing mechanism, we describe interviews with twelve international student mothers in the United States who are primary caregivers of children between six months to five years old, focusing on the context of their use of screen media content and devices, the gratifications they seek from their children's use of screen media devices, and the differences in their perceptions about the use of screen media as an educated, non-US parent. Our findings give an initial account of the role of screen based technology in their domestic life with young children, and the limitations of their technological experience. We present four opportunities for designing for this population including technologies for positive distraction, interactive language aids, playful acquaintance tools, and anonymous peer networks for parent support. We conclude by formulating future promising avenues of research in this design space.

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Background This article describes a detailed, hypothetical, but quite plausible account of how one child, Maya, made use of math learning software on a touch screen device (Tubby). Focus of Study The author discusses the kind of research that is possible and necessary to understand children's learning in the digital age, and how that research can contribute to the development of even more effective educational software, and can also largely eliminate the need for high-stakes testing and standard achievement tests. Research Design Research of this type will require use of complex statistical techniques as well as qualitative methods, such as case studies. The tablet can provide detailed descriptions of children's engagement in the various activities. Tubby can also be used for summative research that provides a valuable portrait of the child's learning over the course of the year. Conclusion Computers can, in principle, engage children in meaningful learning and at the same time provide educators with the tools for understanding, improving, evaluating, and assessing children's learning.

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PurposeThis paper investigates children's influence on their mothers' online grocery shopping. As virtual shopping does not provide instant gratification, the authors explore how children between the ages of 7 and 11 are involved in the online purchasing process (before, during and after the purchase) with their digital mothers (digimums).Design/methodology/approachWe collected qualitative data from 27 separate semi-structured interviews of mothers and their children.FindingsChildren's influence during the online buying process exists and can be active, passive and/or proactive. The findings extend knowledge about children's influence by adding the notion of proactive influence where children use an intended approach to anticipate their mother's needs for grocery shopping and take initiatives. Children use less impulsive requests and become smart shoppers using more rational arguments to explain their requests. The online buying process contributes to children's online socialisation: They learn the importance of the shopping list, prices, discounts, brands and so on. Online socialisation at home might take the physical form of using digital devices (i.e. scanning) and entering the credit card code, which contributes to the children's learning.Originality/valueOnline buying virtualises children's relationship to objects, and the screen acts as a kind of filter. This makes their influence strategy less emotional and corporeal and more rational (smart shopper).

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The aim of the current study is to investigate the use of screen in young children before and during the pandemic and the attitudes of mothers towards their children's screen-viewing time. To achieve this, 20 mothers who have children between 1.5 and 6 years-old included in the study. The design of this qualitative study is phenomenology to collect more extensive and rich descriptions of experiences. These mothers were selected through convenient sampling method and due to the Covid-19 pandemic; interviews were carried out with one-on-one phone call. 21 open-ended interview questions were used to get information about the participants’ views and practices. The findings showed that there are differences between mothers' expectations and practices about the screen meeting of their children, they could not implement their expectations on their own children, and their children met the screen at an earlier age. Also, findings revealed that mothers are conscious about the influences of screen-viewing and it has both physical and behavioral consequences for their children.

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Learning in the current era of the COVID-19 pandemic is carried out online, using screen-to-screen which is difficult in the teaching and learning process, both teachers and students in general. Learning using gadgets or gadgets that must be used by students. In this case, sometimes elementary school students actually abuse the use of technology that is outside the function of the student learning process. Student learning time is only 1-2 hours, they face the screen using a device. After that the children actually use these devices to play online games, play YouTube, play social media and others, which have an impact on the decreasing quality of children's learning. So from this there must be motivation to learn in improving learning in elementary school children. In general, elementary school children are not allowed to use devices, because their age is still vulnerable. Through this, that children must be closely monitored and they must really make the best use of their devices, so that later children can learn optimally through learning stages or learning projects. This learning project requires tiered learning which has a function as a form of student activity while at home in the current pandemic era. This learning project is intended for thematic learning, so that there are several lessons that will be made learning projects that can maximize learning in children.

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This article outlines ways in which video can further our understanding of how different modes of communication and meaning-making shape learning and learners in the early years. It focuses on a dramatic play and writing episode videoed during a three-year action research study investigating children's use of different semiotic modes in the curriculum of a New Zealand kindergarten. It highlights the capacity of video to enable closer attention to be paid to the pedagogical significance of modes such as the visual, gestural, mimetic, spatial and kinaesthetic as well as the verbal. It explores how differences in media (e.g. computer, video, book, screen) interact with differences in mode, and the ways in which the collaborative viewing of video recordings of ‘everyday’ episodes in early childhood settings, by teachers, researchers and parents, can serve as a platform for inquiry about children's meaning-making processes.

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Like good human tutors, intelligent tutoring systems should detect and respond to students' affective states. However, accuracy in detecting affective states automatically has been limited by the time and expense of manually labeling training data for supervised learning. To combat this limitation, we use semi-supervised learning to train an affective state detector on a sparsely labeled, culturally novel, authentic data set in the form of screen capture videos from a Swahili literacy and numeracy tablet tutor in Tanzania that shows the face of the child using it. We achieved 88% leave-1-child-out cross-validated accuracy in distinguishing pleasant, unpleasant, and neutral affective states, compared to only 61% for the best supervised learning method we tested. This work contributes toward using automated affect detection both off-line to improve the design of intelligent tutors, and at runtime to respond to student affect based on input from a user-facing tablet camera or webcam.

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Abstract Background Time spent in the electronic health record (EHR) has been identified as an important unit of measure for health care provider clinical activity. The lack of validation of audit-log based inpatient EHR time may have resulted in underuse of this data in studies focusing on inpatient patient outcomes, provider efficiency, provider satisfaction, etc. This has also led to a dearth of clinically relevant EHR usage metrics consistent with inpatient provider clinical activity. Objective The aim of our study was to validate audit-log based EHR times using observed EHR-times extracted from screen recordings of EHR usage in the inpatient setting. Methods This study was conducted in a 36-bed pediatric intensive care unit (PICU) at Lucile Packard Children's Hospital Stanford between June 11 and July 14, 2020. Attending physicians, fellow physicians, hospitalists, and advanced practice providers with ≥0.5 full-time equivalent (FTE) for the prior four consecutive weeks and at least one EHR session recording were included in the study. Citrix session recording player was used to retrospectively review EHR session recordings that were captured as the provider interacted with the EHR. Results EHR use patterns varied by provider type. Audit-log based total EHR time correlated strongly with both observed total EHR time (r = 0.98, p < 0.001) and observed active EHR time (r = 0.95, p < 0.001). Each minute of audit-log based total EHR time corresponded to 0.95 (0.87–1.02) minutes of observed total EHR time and 0.75 (0.67–0.83) minutes of observed active EHR time. Results were similar when stratified by provider role. Conclusion Our study found inpatient audit-log based EHR time to correlate strongly with observed EHR time among pediatric critical care providers. These findings support the use of audit-log based EHR-time as a surrogate measure for inpatient provider EHR use, providing an opportunity for researchers and other stakeholders to leverage EHR audit-log data in measuring clinical activity and tracking outcomes of workflow improvement efforts longitudinally and across provider groups.

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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. 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Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

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Parents in the digital era increasingly use the internet and social media to search for health information on their children, as well as provide opportunities to interact with other users to discuss children's health issues. The purposes of this study is to analyze the patterns of internet use and social media use by parents based on the age category of the child and the most of platform and health topic information that access by parents. The design study was a cross-sectional quantitative study. The target group research was parents who have children aged < 5 to 12 years, have internet access, actively use gadgets, and agreed to be a participant in this study. The technique of sampling used nonprobability sampling with accidental sampling. The data was taken by Google form application to 285 respondents. The results of this study were most of the parents were in urban areas (65.3%) with the majority being housewives (79.6%). The use of the internet by parents to search for health information with a frequency of less than 2 times per week (47.4%) uses a smartphone (91.9%). There is a statistical difference in the use of Instagram social media for parents in searching for health and non-health information (p-value: <0.001), and the use of Tiktok for non-health information (p-value: <0.001). The topics that are most reviewed by parents with children under the age of 5 are allergies, child nutrition, and the dangers of using gadgets in children (screen time). Parents who have children aged 5-11 years and 12 years and over are also looking for information about child nutrition, screen time, and extras such as accidents, bullying, and reproductive health.

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Introdução: A obesidade infantil é considerada uma situação desafiadora de saúde pública. Inúmeros fatores ambientais estão relacionados ao desenvolvimento do excesso de peso na infância (EP), dentre os quais o tempo de tela. Objetivos: Analisar a possível relação entre o tempo de tela (mídias digitais), alterações do sono e o efeito sobre o peso das crianças. Métodos: foram avaliadas 98 crianças (54 meninos e 44 meninas) de escolas públicas e privadas com idades entre 3 e 9 anos. De acordo com o índice de massa corporal (IMC), as crianças foram classificadas eutróficas (EUT), e as crianças que apresentaram sobrepeso (SP), obesidade (OB) ou obesidade grave (OBG) formaram um único grupo denominado Excesso de Peso (EP). Foi aplicado um questionário sobre hábitos de sono e uso de tela das crianças. Resultados: Em toda a amostra, EUT representaram 65,3% e 32,6% EP (SP: 14,3%; OB: 15,3%; OBG: 3,1%). A maioria das crianças (55,1%) acessou a mídia antes do sono; no grupo com EP, esse uso foi relatado por 46,9%. O atraso do sono foi observado em 26,1% das crianças com EP. O uso de mídia foi superior a 2 h/dia em 42,3% (40,4% no EUT e 46,1% no EP). O acesso à mídia era livre para 59,1% das crianças. Não houve diferença significativa em todas as análises. Conclusão: Foi observada alta frequência de crianças com excesso de peso. Além disso, observou-se alta frequência de uso inadequado de tela. Entretanto, não houve relação entre esses aspectos e a presença de excesso de peso. Abstract: Introduction: Childhood obesity is considered a challenging public health situation. Numerous environmental factors are related to the development of childhood weight excess (WE), among them excessive screen time. Objectives: To analyze the possible relationship between the time spent using digital media and sleep disorders and the effect on children's weight. Methods: 98 children (54 boys and 44 girls) from public and private schools, aged 3 to 9 years were evaluated. According to body mass index (BMI), children were classified as normal weight (EUT), and the weight excess (WE) group was formed by children with OW (overweight), OB (obesity) or SOB (severe obesity). A questionnaire was applied to analyze children's sleep and screen use. Results: In the entire sample, EUT were 65.3% and 32.6% WE (OW: 14.3%; OB: 15.3%; SOB: 3.1%). Most children (55.1%) accessed pre-sleep media; in the group with WE, this use was reported by 46.9%. Sleep delay was observed in 26.1% of children with WE. Media usage was more than 2 h/day in 42.3% (40.4% in EUT and 46.1% in WE). Media access was free for 59.1% of children. There were no significant differences in all analyses. Conclusion: High frequency of overweight children was observed. In addition, there was a high frequency of inappropriate use of screens and digital media. In spite of that, there was no relationship between these aspects and the presence of excess weight. Keywords: Children. Overweight. Obesity. Screen time. Sleep problems.

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Adverse health effects associated with intrauterine cocaine exposure (prematurity and its associated morbidity, intrauterine growth retardation, possible risk of sudden infant death syndrome) are based on studies from large urban hospitals, but few data exist from other sources. The current study, set in a community hospital, was designed to (1) estimate the prevalence of maternal cocaine use at delivery, (2) describe neonatal outcomes, and (3) evaluate physiological growth in exposed children. The study was conducted over 30 months (total births were 14 074) at The Children's Hospital of Greenville Memorial Hospital, the major source of neonatal care for Greenville County, South Carolina (1990 population: 320 000). A child was considered exposed to cocaine if there was documented evidence of use in the mother's medical record or if one member of the pair had a positive urine drug screen. Growth data were abstracted from clinical records. Overall prevalence of exposure was 1.0%. Of the 137 subjects (89, positive urine drug screen; 48 self-reported exposure), 21 (15%, 95% confidence interval, 9% to 21%) were premature (gestational age &lt;37 weeks) and 2 died of sudden infant death syndrome. Mean age- and sex-adjusted percentiles for weight, length, and head circumference increased from 23%, 29%, and 18%, respectively, at birth to 43%, 49%, and 54% in children followed for 12 months; however, 50% of the cohort were lost to follow-up, and these children were smaller at birth than those under active follow-up. Rates of prematurity and infant death were similar to those reported in urban hospitals. These data support the concept that cocaine-exposed children can achieve expected growth levels by 1 year of age.

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Abstract Introduction Accurate assessment of hypersomnia depends upon consideration of several factors, including use of medications that affect alertness and sleep organization. Urine drug screens (UDS) are recommended when assessing hypersomnia, but there is little standardization with respect to screening methods, types of substances detected, and use in maintenance of wakefulness test (MWT) interpretation, in part because there is scant literature relating UDS results to patients’ characteristics, MWT findings and implications. Methods A retrospective analysis was performed in adolescents evaluated at Cincinnati Children's Sleep Center between 2008 and 2021 who underwent MWT with concurrent UDS to determine the adequacy of hypersomnia treatment. UDS in our laboratory were performed by Qualitative Immunoassay/Gas Chromatography-Mass Spectrometry/Liquid Chromatography-Tandem Mass Spectrometry. Results A total of 109 MWTs were accompanied by UDS in 79 patients. Patients were 17.7 [16.6, 18.6] years old (median, [IQ range]), 41.3% female, 68.8% White, 25.7% Black, 5.5% Other, with a BMI of 25.8 [22.1, 31.8] kg/m2. 85.3% had narcolepsy. In addition to prescribed medications, caffeine was positive in 54.1% of UDS, and diphenhydramine was positive in 58.7%. No patients reported use of caffeine or diphenhydramine on the day of MWT. There were no significant demographic differences between those who tested positive and negative for caffeine. The median sleep latency in those with caffeine-positive UDS was longer than those with caffeine-negative UDS, although it did not reach statistical significance (27.3 [14.7, 38.3] vs 19.1 [9.8, 36.1] minutes; P=0.15). Patients with a positive UDS for diphenhydramine all took modafinil/armodafinil. In addition, 80% of patients taking modafinil/armodafinil had diphenhydramine-positive results. Nicotine and cannabinoids were detected in 2 UDS. Conclusion Two unexpected substances (caffeine and diphenhydramine) were found on UDS during MWTs in a significant proportion of our cohort. Caffeine may influence the results of MWTs, although further investigations are warranted. The unexpected presence of diphenhydramine is a false positive for those patients on modafinil/armodafinil (supported by literature and confirmed by our laboratory director). Sleep clinicians should be aware of these findings and the implications of unexpected substances when interpreting MWTs. Support (If Any) Cincinnati Children's Hospital Research Fund

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A sample of 140 children were classified as Maladjusted, Borderline Maladjusted or Not Maladjusted based on behavioral data collected from their parents using a standard psychiatric interview schedule. Differences in the children's Emotional Indicator scores on the Bender Motor-Gestalt Test and the Draw-a-Person Test across the Maladjustment categories were observed. The data were then subjected to a Discriminant Function Analysis. The resulting function correctly classified 50% of cases, or over 65% when the distinction between Borderline Maladjusted and Maladjusted was disregarded. The results suggest the usefulness of drawing test emotional indicators in the context of screening for maladjustment.

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Evaluations of all Arabic speaking children age 3–9.0 years with significant speech delays or impairments, referred to a community based, child development center in the public health care system during a 5-year period were reviewed. Use of an inordinate degree of words and expressions in Fossha version of classical Arabic, mainly used in the media, children's literature and formalized venues, as well as in English, was highly associated with ASD, especially among those who were both more intelligent (IQ> 70), as well as older (greater than 4 years), (Pearson 7.29, Fisher 2-tailed test, p = 0.015). The use of "out of context" speech embedded in ordinary Arabic vernacular was associated with a higher degree of speech stereotypy (p < 0.001) among children with ASD, and unrelated statistically to the number of hours of screen viewing time, jargoning or associative speech. Idiosyncratic speech choices reflect neuro-linguistic mechanisms in social communication- impaired youngsters.

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Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visual–motor memory (VMM) describes this psychological ability, which must have conveyed an evolutionary advantage and remains critically important to humans (e.g. when learning to write). Surprisingly, little empirical investigation of this unique human ability exists—almost certainly because of the technological difficulties involved in measuring VMM. We deployed a novel technique for measuring this construct in 87 children (6–11 years old, 44 females). Children drew novel shapes presented briefly on a tablet laptop screen, drawing their responses from memory on the screen using a digitizer stylus. Sophisticated algorithms (using point-registration techniques) objectively quantified the accuracy of the children's reproductions. VMM improved with age and performance decreased with shape complexity, indicating that the measure captured meaningful developmental changes. The relationship between VMM and scores on nationally standardized writing assessments were explored with the results showing a clear relationship between these measures, even after controlling for age. Moreover, a relationship between VMM and the nationally standardized reading test was mediated via writing ability, suggesting VMM's wider importance within language development.

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This study examines children's abilities 1) to learn to program with a single keystroke, ten command Logo system enabling them to produce multiple command sequences to solve on-screen problems, 2) to learn two new strategies (direct and indirect route strategies) requiring the use of two levels of programming difficulty measured via average times, keystrokes, and errors, 3) to transfer screen-based Logo training to the solution of spatial problems in another learning setting, and 4) to demonstrate whether there are any individual differences in the effectiveness of Logo learning for children who have different learning orientations (field independent versus field dependent and/or reflective versus impulsive). Twenty-four four- and five-year-old children served as subjects in the study. Data from the study showed: 1) that mastery of the Logo language is not a necessary condition for young children to think and problem-solve within a Logo environment, 2) that successful problem-solving within a Logo environment is predicated on a child's use of an age-appropriate Logo programming system, 3) that even very young children can be taught spatial-conceptual strategies with which to operate within a Logo environment, 4) that young children can transfer Logo-environment knowledge to other problem-solving settings, and 5) that field independent children seem to have a slight advantage both in their initial learning of Logo and in their transfer of Logo learning to another problem-solving setting. Some of the present results are interpreted according to Watson and Busch's model of the development of Logo programming and problem-solving skills in children [1].

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During the Covid-19 pandemic, elementary schools (SD) in Indonesia were required to take school lessons online. However, many teachers do not know how to teach effectively for their students. This condition causes many parents of elementary school students confused in children's learning assistance. Another condition is poor communication with the teachers. In addition, teachers also need to prepare their students for reopening schools through teaching about Healthy and Clean Living Behavior, named PHBS in Bahasa. This service aims to empower elementary school teachers; in this case the subject is the teacher at SDN 03 Kampung Olo so that they can make interactive and interesting health education learning videos. Trainers taught about the use of simple media for making instructional videos such as screen recording technology and video editing using smartphones and laptops for education such as Canva and Filmora. The trainer also provided learning videos, booklets, and helps to provide a learning studio in the form of a green screen and audio microphone. Then this workshop produced a learning video about Clean and Healthy Living Behaviors for students. The result of this activity was an increase in the knowledge and skills of teachers of SDN 03 Kampung Olo, Nanggalo, Padang in making interactive learning videos and clean living habits (PHBS) and it is hoped that it can increase the awareness of teachers, students and parents of students with PHBS.

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ABSTRACT Background: The use of gadgets can have a significant negative impact on children. Ease of accessing various information and technology makes children lazy to move. In addition, spending too much time in front of the screen interferes with children's social interactions. Hyperactivity behavior of children often makes them have difficulty undergoing interpersonal relationships with parents, peers, and the surrounding environment. Objective: This research aimed to find out the correlation between the use of gadgets with hyperactivity and social interaction on school-age children in SDN 2 Kalibagor. Method: This was a quantitative descriptive study using a cross sectional approach. The research sample was 49 school-age children taken by simple random sampling technique. The measuring instrument used was a questionnaire sheet and chi square test was employed to analyze the data obtained. Results: The majority of respondents were male (59.2%) and aged 11 years (67.3%). 75.5% of the respondents used bad gadgets. 53.1% of them did not experience hyperactivity, while 46.9% of them experienced low interaction. The analysis indicated that p = 0.004 for the use of gadgets with hyperactivity, and the value of p = 0.001 for the use of gadgets with social interactions. Conclusion: There is a correlation between the use of gadgets with hyperactivity and social interaction on school-aged children at SD N 2 Kalibagor. Keywords: Hyperactivity, social interaction, use of gadgets

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Objetivo: identificar os conhecimentos científicos sobre influências do uso de telas digitais no desenvolvimento na primeira infância. Método: revisão integrativa da literatura desenvolvida em cinco etapas com levantamento em cinco bases de dados (CINAHL, MEDLINE, PSYCINFO, SCOPUS e Web of Science). Foram selecionados estudos sobre uso de telas digitais (computadores, tablets, telefones móveis e televisão) na primeira infância, publicados entre 2010 e 2020. Resultados: os 26 artigos científicos analisados enfocam consumo, exposição e inclusão de telas na rotina infantil. O uso rotineiro mostra mudanças de comportamentos, importância de regras para horários e conteúdo, acompanhamento de cuidadores parentais, preocupações com socialização e riscos do uso precoce. Conclusão: a síntese integrativa indica vulnerabilidades e potencialidades, com necessidade de momentos compartilhados e reconfiguração das interações sociais na primeira infância. Elementos sobre consumo e exposição às telas digitais na primeira infância trazem subsídios às dimensões relacional, educativa e comunicativa do cuidado de enfermagem e na interlocução com boas práticas parentais.ABSTRACTObjective: to identify scientific knowledge about the influences of digital screen use on early childhood development. Method: this five-stage integrative literature review surveyed five databases (CINAHL, MEDLINE, PsycInfo, Scopus and Web of Science), selecting studies published between 2010 and 2020 on the use of digital screens (computers, tablets, mobile phones and television) in early childhood. Results: the 26 scientific papers selected addressed screen consumption, exposure, and inclusion in children's routines. Routine use showed changes in behavior, the importance of rules for schedules and content, monitoring by parental caregivers, socialization concerns, and risks of early use. Conclusion: the integrative synthesis indicated vulnerabilities and potentials, and the need for shared moments and a reconfiguration of social interactions in early childhood. Data on digital screen consumption and exposure in early childhood inform the relational, educational, and communicative dimensions of nursing care and dialogue with good parenting practices.RESUMENObjetivo: identificar el conocimiento científico sobre las influencias de la utilización de pantallas digitales en el desarrollo en la primera infancia. Método: revisión integradora de la literatura desarrollada em cinco etapas con encuesta realizada en cinco bases de datos (CINAHL, MEDLINE, PSYCINFO, SCOPUS y Web of Science). Se han seleccionado estudios sobre la utilización de pantallas digitales (computadoras, tabletas, teléfonos móviles y televisión) en la primera infancia, publicados entre 2010 y 2020. Resultados: los 26 artículos científicos analizados se centran en el consumo, la exposición y la inclusión de las pantallas en la rutina infantil. La utilización rutinaria muestra cambios en el comportamiento, la importancia de las reglas para los horarios y el contenido, el seguimiento de cuidadores parentales, las preocupaciones con la socialización y los riesgos de su utilización temprana. Conclusión: la síntesis integradora indica vulnerabilidades y potencialidades, con la necesidad de momentos compartidos y reconfiguración de las interacciones sociales en la primera infancia. Elementos sobre consumo y exposición a pantallas digitales en la primera infancia aportan subsidios a las dimensiones relacional, educadora y comunicativa del cuidado de enfermería y en la interlocución con las buenas prácticas parentales.

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The Distance Learning Policy (PJJ) during the pandemic prevented children from going to school. They ought to learn from home with the sophistication of Information Communication Technology (ICT). The existence of social restrictions during the pandemic reduces children's social interactions with teachers. Thus, the role of parents while at home is important to achieve the success of Distance Learning in early childhood during the pandemic. The purpose of this study is to describe and explore how parent-child interactions use ICT through PJJ during the Covid-19 pandemic. The research method used is qualitative with a phenomenological approach. The informants consisted of 3 parents and 3 Pre-school and Kindergarten students who underwent PJJ during the Covid-19 pandemic. The results of the study show that firstly, the majority of mothers engage in social interactions more frequently during PJJ with their children, because they are more active at home. Second, the role of parental communication is important in PJJ assistance. Parents control when their children use gadgets. Third, the existence of PJJ does not make children want to always access gadgets, because parent-child interaction in screen time has been built before the pandemic.

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Purpose Children with cochlear implants (CIs) are more likely to struggle with spoken language than their age-matched peers with normal hearing (NH), and new language processing literature suggests that these challenges may be linked to delays in spoken word recognition. The purpose of this study was to investigate whether children with CIs use language knowledge via semantic prediction to facilitate recognition of upcoming words and help compensate for uncertainties in the acoustic signal. Method Five- to 10-year-old children with CIs heard sentences with an informative verb ( draws ) or a neutral verb ( gets ) preceding a target word ( picture ). The target referent was presented on a screen, along with a phonologically similar competitor ( pickle ). Children's eye gaze was recorded to quantify efficiency of access of the target word and suppression of phonological competition. Performance was compared to both an age-matched group and vocabulary-matched group of children with NH. Results Children with CIs, like their peers with NH, demonstrated use of informative verbs to look more quickly to the target word and look less to the phonological competitor. However, children with CIs demonstrated less efficient use of semantic cues relative to their peers with NH, even when matched for vocabulary ability. Conclusions Children with CIs use semantic prediction to facilitate spoken word recognition but do so to a lesser extent than children with NH. Children with CIs experience challenges in predictive spoken language processing above and beyond limitations from delayed vocabulary development. Children with CIs with better vocabulary ability demonstrate more efficient use of lexical-semantic cues. Clinical interventions focusing on building knowledge of words and their associations may support efficiency of spoken language processing for children with CIs. Supplemental Material https://doi.org/10.23641/asha.14417627