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Parental Knowledge, Attitudes, and Perceived Usefulness of Australian Screen Time Guidelines for Toddlers and
George Thomas1,2, Samara Lau1, Sjaan Gomersall1,3
1Health and Wellbeing Centre for Research Innovation, School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, Australia.
Issue Addressed:
Managing screen use is a major concern for Australian parents of young children. However, little is known about how parents perceive, understand and appraise national screen time guidelines for children aged between 1 and 5 years. This study examined parental knowledge, attitudes and perceived usefulness of the Australian screen time guidelines and explored associations with sociodemographic factors.
Methods:
Data were drawn from a cross-sectional online survey of Australian parents (n = 229) of young children aged between 1 and 5 years. Knowledge of screen time guidelines (multiple-choice item), attitudes (4 items; 5-point scale) and perceived usefulness (3 items; 5-point scale) were examined. Descriptive statistics were calculated for independent variables and regression models estimated to examine sociodemographic factors associated with knowledge, attitudes and perceived usefulness.
Results:
Parents of toddlers were 4.45 times (p < 0.001) more likely to know the screen time guidelines than parents of preschoolers. Knowledge was lower among parents in full-time employment and those living in major cities (p < 0.05). Attitudes did not differ by demographics, but parents of girls rated the guidelines as more useful than parents of boys (p = 0.038). Higher attitude scores (p = 0.017) and greater perceived usefulness (p = 0.047) were associated with correctly identifying the guidelines.
Conclusion:
Knowledge gaps exist, particularly among parents of preschoolers, those employed full-time and those living in major cities. Targeted education with diverse parent groups is needed to ensure guidelines are both understood and perceived as useful. SO WHAT?: Inclusive guidelines, supported by tailored education and implementation strategies for key parent groups, may improve understanding and uptake in realistic family contexts.
