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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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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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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Oppositional Defiant Disorder

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
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幼児期のスクリーン使用と問題のあるメディア使用の症状

Caroline Fitzpatrick1,2, Marie-Andrée Binet3, Daniel Tornaim Spritzer4

  • 11Department of Preschool and Elementary School Education, Université de Sherbrooke, Sherbrooke, Québec, Canada.

Journal of behavioral addictions
|September 3, 2025
PubMed
まとめ

子供の頃のスクリーンの使用は 5.5歳までに メディアの使用に問題が生じます 毎日1時間未満のスクリーン時間を制限することで メディアの習慣を乱すのを防ぎ 家族の幸福を助長できます

キーワード:
幼少期からメディアの使用に問題があるスクリーンタイムスクリーン使用軌道

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科学分野:

  • 子供 の 発達
  • メディア心理学
  • 公衆衛生

背景:

  • 幼児のスクリーン利用は 親や研究者の大きな関心事になっています
  • 子どもの発達に及ぼす 長期的な影響を理解することが重要です
  • COVID-19 パンデミックの文脈は,幼児期のスクリーン使用パターンに影響を及ぼした可能性があります.

研究 の 目的:

  • 幼児のスクリーン利用と メディア使用の関連性を調べる
  • 幼稚園児の画面使用パターンを特定する
  • 問題のあるメディア使用のスコアを 5.5歳までにこれらの経路に関連して評価する.

主な方法:

  • 315人のカナダの幼稚園児とその両親を対象とした地域社会研究です.
  • 3.5歳,4.5歳,5.5歳のスクリーンタイムデータです.
  • 潜在的成長モデリングは,低,平均,および高スクリーン時間の軌跡を特定しました. 問題のあるメディア使用測定 - ショートフォーム (PMUM-SF) は,メディア使用問題を評価しました.

主要な成果:

  • 3つのスクリーン時間の軌跡が特定されました:低 (0. 9時間/日),平均 (3. 0時間/日),および高 (6. 38時間/日).
  • 画面に多くの時間を費やした子どもは,メディア使用に関する問題点が低いグループ (β = 0. 378, p < 0. 001) と比べて,5. 5歳で著しく高かった.
  • 平均的なスクリーン時間の軌道をたどった子供たちは,低い軌道をたどったグループよりも問題のあるメディア使用のスコアも高かった (β = 0.229,p ≤ 0.001).

結論:

  • 幼児期にスクリーンで過ごす時間が多くなれば メディアの乱用のリスクが高まります
  • 無秩序なメディアの使用は 家族の機能に悪影響を及ぼします
  • 親は,スクリーンの推奨時間 (2~5歳) を1日1時間以下とすることをお勧めします.