Associations Between Screen Use and Child Language Skills- J
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There are considerable public and scientific debate as to whether screen use helps or hinders early child development, particularly the development of language skills.
The syudy was done to examine via meta-analyses the associations between quantity (duration of screen time and background television), quality (educational programming and co-viewing), and the onset of screen use and children’s language skills.

Based on a priori study criteria, the 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 the 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, out of42 studies included. Effect sizes were measured as correlations (r). A greater quantity of screen use (hours per use) was associated with lower language skills (screen time background television ), while better-quality screen use (educational programs co-viewing) were associated with stronger child language skills. Later age at screen use onset was also associated with stronger child language skills.

In summary, 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.

Source:https://jamanetwork.com/journals/jamapediatrics/fullarticle/2762864
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