Related Experiment Video
Updated: Jul 6, 2025
Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
Published on: March 1, 2019
Parental Education for Limiting Screen Time in Early Childhood: A Randomized Controlled Trial
Yashika Poonia1, Sumaira Khalil1, Pinky Meena1
1Department of Pediatrics, University College of Medical Sciences and Guru Teg Bahadur Hospital, Delhi.
Insights
Focused parental education significantly reduced screen time in infants. This intervention also positively impacted children's developmental and behavioral skills, offering a promising approach for early childhood health.
Area of Science:
- Pediatrics
- Child Development
- Public Health
Background:
- Early childhood screen time is a growing concern.
- Limiting screen exposure is crucial for healthy development.
- Parental education is a potential strategy for behavior modification.
Purpose of the Study:
- To evaluate the effectiveness of targeted parental education in reducing screen time among infants.
- To assess the impact of this intervention on children's developmental and behavioral outcomes.
Main Methods:
- An open-label randomized controlled trial involving 120 infants aged 9-10 months.
- Intervention group received 30-minute active counseling and pamphlets on screen time reduction.
- Both groups received monthly telephonic reinforcement for 6 months.
Main Results:
- Children in the educational group had significantly lower screen time (>1 hour/day: 3% vs 53%; median duration: 35 vs 75 min/day).
- Significant improvements were observed in behavioral scores and fine motor/adaptive skills in the intervention group.
- P-values < 0.001 indicated statistical significance for screen time differences.
Conclusions:
- Parental education initiated in infancy is an effective strategy for limiting screen time.
- This intervention shows promise for improving developmental and behavioral skills in early childhood.
- Early intervention can positively influence long-term child health outcomes.
Objective:
To assess the impact of focused parental education on limiting screen time in early childhood.
Methods:
An open label randomized controlled trial was conducted in a tertiary care hospital in Delhi wherein 120 healthy children aged 9-10 months of age, born at term gestation and appropriate for gestational age (birth weight ≥ 2500 g), attending the immunization clinic reporting for measles-rubella (MR) vaccination were enrolled. Primary caregivers were randomized to either receive 30 minutes of in-person active counselling with pre-designed content including a printed pamphlet targeted at reduction of screen time (Educational group, n = 61) or to receive routine in-person counseling on general health measures (Control group, n = 61). All caregivers were followed up. Primary caregivers in both groups were reinforced telephonically every month for 6 months. At the end of six months, we assessed the proportion of children with screen-time > 1 hour/day and the median duration of screen-time (minutes /day). We also compared both groups in terms of changes in pre-post intervention developmental and behavioral scores (measured with Ages and Stages questionnaires).
Results:
After 6 months of follow-up, 3% (2/61) children in the Educational group had screen time > 1 hour/day as compared to 53% (32/61) (P < 0.001) in the Control group. Median (IQR) for total screen duration in the Educational group was 35 (30,49) minutes/day compared to 75 (50,90) minutes/day in the Control group (P < 0.001). Children in the Educational group were also observed to have a significant change in behavioral score and fine motor and adaptive skills as compared to controls.
Conclusion:
Parental education starting in infancy is a promising intervention to reduce screen exposure in children; it may also have a positive impact on their developmental and behavioral skills.
