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      Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen‐free till 3”

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          ABSTRACT

          In the first years of life, increased screen media use is presumably associated with health consequences and developmental impairments. “Screen‐free till 3” is a prospective Germany‐wide randomized intervention study, started in May 2022 with a duration of 3 years. In the intervention group, 2581 pediatric practices received stickers, which were systematically placed in the screening booklet of all children, along with advice to parents to keep children free from screens until the age of 3. A volunteer sample of 17,436 parents received an invitation to take part in the preinterventional questionnaire. The outcomes were parents' internet use (CIUS test), parental screen time in the presence of children, time of screen media in the background, and children's development. Four thousand twenty‐one parents answered the questionnaire. 16.7% of mothers and 31.0% of fathers reached the CIUS score of an internet‐related disorder. Parents whose children use screen media at an early age had significantly higher CIUS values on average ( M = 4.07) than the parents of children who do not yet have any screen time ( p < 0.001). Combined developmental characteristics show a negative correlation with parental screen time ( p < 0.001). Time spent in nature was positively associated with development ( p < 0.001). The evaluation of the survey shows that screen media is to a large extent used on a daily basis. The study confirms the assumption that high screen media use by parents is linked to higher screen media use by children and also has a negative impact on child development.

          Trial Registration: Number: RKS00032258; https://drks.de/search/en/trial/DRKS00032258

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            The Infant's Response to Entrapment between Contradictory Messages in Face-to-Face Interaction

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              Associations Between Screen Use and Child Language Skills: A Systematic Review and Meta-analysis

              What is the association between screen use and children’s language skills across the extant literature? In this systematic review and meta-analysis of data from 42 studies, greater quantity of screen use (ie, hours per day/week) was negatively associated with child language, while better quality of screen use (ie, educational programs and co-viewing with caregivers) were positively associated with child language skills. Findings support pediatric recommendations to limit screen exposure, to provide high-quality programming, and to co-view when possible. There is considerable public and scientific debate as to whether screen use helps or hinders early child development, particularly the development of language skills. To examine via meta-analyses the associations between quantity (duration of screen time and background television), quality (educational programming and co-viewing), and onset of screen use and children’s language skills. Searches were conducted in MEDLINE, Embase, and PsycINFO in March 2019. The search strategy included a publication date limit from 1960 through March 2019. Inclusion criteria were a measure of screen use; a measure of language skills; and statistical data that could be transformed into an effect size. Exclusion criteria were qualitative studies; child age older than 12 years; and language assessment preverbal. The following variables were extracted: effect size, child age and sex, screen measure type, study publication year, and study design. All studies were independently coded by 2 coders and conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Based on a priori study criteria, quantity of screen use included duration of screen time and background television, quality of screen use included co-viewing and exposure to educational programs, and onset of screen use was defined as the age children first began viewing screens. The child language outcome included assessments of receptive and/or expressive language. Participants totaled 18 905 from 42 studies included. Effect sizes were measured as correlations ( r ). Greater quantity of screen use (hours per use) was associated with lower language skills (screen time [n = 38; r  = −0.14; 95% CI, −0.18 to −0.10]; background television [n = 5; r  = −0.19; 95% CI, −0.33 to −0.05]), while better-quality screen use (educational programs [n = 13; r  = 0.13; 95% CI, 0.02-0.24]; co-viewing [n = 12; r  = 0.16; 95% CI, 0.07-.24]) were associated with stronger child language skills. Later age at screen use onset was also associated with stronger child language skills [n = 4; r  = 0.17; 95% CI, 0.07-0.27]. The findings of this meta-analysis support pediatric recommendations to limit children’s duration of screen exposure, to select high-quality programming, and to co-view when possible. This meta-analysis explores the associations between quantity (screen time and background television), quality (educational programming and co-viewing), and onset of screen use and children’s language skills.
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                Author and article information

                Contributors
                silke.schwarz@uni-wh.de
                Journal
                Dev Sci
                Dev Sci
                10.1111/(ISSN)1467-7687
                DESC
                Developmental Science
                John Wiley and Sons Inc. (Hoboken )
                1363-755X
                1467-7687
                23 October 2024
                January 2025
                : 28
                : 1 ( doiID: 10.1111/desc.v28.1 )
                : e13578
                Affiliations
                [ 1 ] Faculty of Health, Department of Human Medicine Witten/Herdecke University Witten Germany
                [ 2 ] Professional Association of Pediatricians and Adolescent Doctors (BVKJ) Cologne Germany
                [ 3 ] BVKJ‐Service GmbH Cologne Germany
                [ 4 ] Monks Ärzte‐im‐Netz GmbH Hamburg Germany
                [ 5 ] University Clinic for Pediatric and Adolescent Medicine University of Tübingen Tübingen Germany
                Author notes
                [*] [* ] Correspondence: Silke Schwarz ( silke.schwarz@ 123456uni-wh.de )

                Author information
                https://orcid.org/0000-0002-8199-8874
                Article
                DESC13578
                10.1111/desc.13578
                11618238
                39439363
                75de463d-dda9-4394-b7ac-155b226f6b18
                © 2024 The Author(s). Developmental Science published by John Wiley & Sons Ltd.

                This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

                History
                : 25 September 2024
                : 26 March 2024
                : 28 September 2024
                Page count
                Figures: 3, Tables: 2, Pages: 10, Words: 6179
                Categories
                Research Article
                Research Article
                Custom metadata
                2.0
                January 2025
                Converter:WILEY_ML3GV2_TO_JATSPMC version:6.5.1 mode:remove_FC converted:05.12.2024

                Developmental biology
                children,cius,development,parents,randomized intervention study,screen media
                Developmental biology
                children, cius, development, parents, randomized intervention study, screen media

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