移动设备屏幕时间与幼儿语言发育不佳有关:来自大型调查的结果
Signe Boe Rayce1, Gunhild Tidemann Okholm2,3, Trine Flensborg-Madsen3,4
1VIVE- The Danish Center for Social Science Research, Herluf Trolles Gade 11, Copenhagen, 1052, Denmark. sbo@vive.dk.
BMC public health
|April 15, 2024
概括
幼儿的高手机屏幕时间与较差的语言技能有关. 给孩子阅读可能有助于理解,但不是表达语言的发展.
科学领域:
- 儿科健康 儿科健康
- 发展心理学 发展心理学
- 通信科学 通信科学
背景情况:
- 幼儿使用移动设备很普遍,但对其对语言发展的影响研究不足.
- 现有的研究还没有充分探讨屏幕时间和早期语言学习之间的关系.
研究的目的:
- 研究移动设备屏幕时间与幼儿语言理解和表达性语言技能之间的关联.
- 为了确定家长的教育,阅读习惯或其他屏幕时间是否会改变这些关联.
主要方法:
- 利用了来自丹麦Traces对31,125名两三岁儿童的调查数据.
- 评估移动设备屏幕时间,语言理解和表达性语言技能,使用验证的问卷.
- 采用多变量和逻辑回归,包括联合暴露分析,以检查关联和潜在的调节者.
主要成果:
- 每天一小时或更长的移动设备屏幕时间与较低的语言发展分数相关.
- 随着屏幕时间的增加,语言理解困难 (AORs 1.30-1.42) 和表达性语言困难 (AORs 1.19-1.46) 的可能性增加.
- 经常向孩子阅读部分减轻了对语言理解的负面影响,但并没有减轻表达性语言技能.
结论:
- 过度使用移动设备屏幕时间 (≥1小时/天) 与幼儿的语言发育不良结果有关.
- 向孩子大声阅读显示了对语言理解的潜在缓冲效应,强调了它在减轻屏幕时间负面影响方面的重要性.
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