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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Related Experiment Video

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Associations Between Preschooler Screen Time Trajectories and Executive Function.

Caroline Fitzpatrick1, Elena Florit2, Annie Lemieux3

  • 1Department of Preschool and Elementary School Education (C Fitzpatrick, A Lemieux), Université de Sherbrooke, Sherbrooke, Québec, Canada; Department of Childhood Education (C Fitzpatrick), University of Johannesburg, Johannesburg, South Africa.

Academic Pediatrics
|November 7, 2024
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Summary

Consistent high screen time in preschoolers is linked to poorer cognitive control and executive functions by school age. This research highlights potential risks associated with prolonged screen exposure during early childhood.

Keywords:
cognitivedevelopmenteffortful controlexecutive functionspreschoolerscreen mediascreen time

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Area of Science:

  • Developmental Psychology
  • Child Health
  • Cognitive Neuroscience

Background:

  • Preschooler screen time has become increasingly prevalent.
  • Understanding the long-term cognitive impacts of early screen exposure is crucial for child development.
  • Executive functions and effortful control are key predictors of academic and social success.

Purpose of the Study:

  • To investigate the relationship between different trajectories of preschooler screen time and their executive functions and effortful control.
  • To identify potential risks associated with sustained high screen use in early childhood.

Main Methods:

  • A prospective study followed 315 preschoolers from age 3.5 to 5.5.
  • Latent growth modeling identified low, medium, and high screen time trajectories based on parent reports.
  • Children's inhibitory control and cognitive flexibility were assessed using NIH Toolbox tasks, and effortful control was parent-reported.

Main Results:

  • Children in average and high screen time groups showed significantly lower inhibitory control compared to the low screen time group.
  • Higher screen time trajectories were associated with poorer cognitive flexibility and lower effortful control.
  • These associations remained significant even after accounting for educational attainment and parenting stress.

Conclusions:

  • Stable high screen use in preschoolers is common and may predict future cognitive challenges.
  • Early screen time levels are associated with deficits in critical cognitive and self-regulatory skills necessary for school readiness.
  • Interventions aimed at moderating preschooler screen time may be beneficial for cognitive development.