Screen habits and their effects on the physical and social-emotional development of toddlers and preschoolers
K. Umamageswari, Priya Jose, Shanthi Kannan, Christina Catherine, K. Ravichandran, Peter Prasanth Kumar KommuAbstract
Background:
Screen usage by children is a common cause of health concern among parents and pediatricians in the current generation. This study explores the screen habits of growing children and their possible effects on the physical and social-emotional development of children.
Materials and Methods:
This was a cross-sectional study done among children visiting the outpatient department of pediatrics. Details regarding screen habits were collected by a pretested and validated questionnaire. Anthropometric measurements were recorded by standard methods and interpreted using the WHO growth standards. Social-emotional development was assessed using the Ages and Stages Questionnaire-Social-Emotional 2 Questionnaire Tool (ASQ-SE-2). Categorical variables were presented as numbers and percentages and continuous variables presented as mean and standard deviation. Chi-square test or Fisher’s exact test was used to identify risk factors for high screen time and ASQ-SE-2 scores. Independent risk factors were identified by univariate and multiple regressions.
Results:
High screen time was observed in 66.9% of children. Access to multiple devices and the absence of siblings were found to be significant risk factors for high screen time. In our study, there was no significant association between high screen time and nutritional status or social-emotional scores of children. Bedtime screen usage has a significant association with high risk for social-emotional delay.
Conclusions:
Screen time is high among children <5 years. Apart from screen duration, other screen factors can also have an adverse influence on children’s development. Access to multiple devices and the absence of siblings were found to have a significant association with high screen time.