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学前儿童屏幕时间轨迹与执行功能之间的关联

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

概括

在学龄前儿童中,持续的高屏幕时间与学校年龄的认知控制和执行功能较差有关. 这项研究强调了在幼儿时期长时间接触屏幕的潜在风险.

科学领域:

发展心理学发展心理学
儿童健康儿童健康
认知神经科学认知神经科学

背景情况:

学前儿童的屏幕时间越来越普遍.
了解早期屏幕曝光对儿童发展的长期认知影响至关重要.
执行职能和努力控制是学术和社会成功的关键预测因素.

研究的目的:

调查学龄前儿童屏幕时间的不同轨迹及其执行功能和精力控制之间的关系.
识别与儿童早期持续高屏幕使用相关的潜在风险.

主要方法:

一项前性研究跟踪了315名年龄在3.5至5.5岁的学龄前儿童.
潜在增长建模根据家长报告确定了低,中,高的屏幕时间轨迹.
使用NIH工具箱任务评估了儿童的抑制控制和认知灵活性,父母报告了努力控制.

主要成果:

平均和高屏幕时间组的儿童与低屏幕时间组相比显示出明显较低的抑制控制.
较高的屏幕时间轨迹与较差的认知灵活性和较低的精力控制有关.
即使考虑到教育成就和育儿压力,这些关联仍然很重要.

结论:

在学龄前儿童中,稳定的高屏幕使用是常见的,并可能预测未来的认知挑战.
早期的屏幕时间水平与学校准备所需的关键认知和自我调节技能的缺陷有关.
旨在调节学龄前儿童屏幕时间的干预措施可能对认知发展有益.

关键词:

有关认知性的认知.发展发展发展发展发展.需要付出努力的控制和控制.执行职能执行职能是指执行职能.幼儿园幼儿园幼儿园幼儿园幼儿屏幕媒体是一个屏幕媒体.屏幕时间屏幕时间

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