Screen viewing time from age 1 to 8 years and subsequent academic performance and working memory

Area of Science:

• Child Development
• Cognitive Psychology
• Pediatric Health

Background:

• Screen viewing time is a growing concern for child development.
• Longitudinal data on screen time's impact on children is limited.
• Identifying sensitive developmental periods for screen exposure effects is crucial.

Purpose of the Study:

• To assess the association between single and cumulative average screen viewing time and children's academic performance and working memory.
• To identify sensitive age periods during which screen viewing time affects cognitive and academic outcomes.
• To provide longitudinal evidence on the long-term effects of early childhood screen exposure.

Main Methods:

• Utilized data from the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort.
• Collected parent-reported screen viewing time data at multiple ages (1, 1.5, 2, 3, 6, 8 years).
• Assessed academic performance and working memory in children aged 9 and 10.5 years using standardized tests.

Main Results:

• Higher screen viewing time at ages 1, 1.5, and 6 years was associated with poorer academic performance at age 9.
• Increased screen time at ages 1 and 6 years correlated with diminished working memory at age 10.5.
• Cumulative average screen viewing time throughout childhood consistently predicted lower academic performance.

Conclusions:

• Cumulative screen viewing time is linked to reduced academic performance in children.
• Early infancy screen exposure showed the most significant impact on academic outcomes.
• Screen time did not show a consistent association with working memory in this longitudinal study.