Relationship between Screen Time and Chinese Children's Cognitive and Social Development

Autor/inn/en	Hu, Bi Ying; Johnson, Gregory Kirk; Teo, Timothy; Wu, Zhongling
Titel	Relationship between Screen Time and Chinese Children's Cognitive and Social Development
Quelle	In: Journal of Research in Childhood Education, 34 (2020) 2, S.183-207 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1702600
Schlagwörter	Correlation; Cognitive Development; Social Development; Foreign Countries; Mathematics Achievement; Science Achievement; Executive Function; Interpersonal Competence; Receptive Language; Males; Rural Population; At Risk Persons; Siblings; Interaction; Handheld Devices; Television Viewing; Preschool Children; Computer Use; Family Characteristics; Time; Verbal Ability; Intelligence Tests; Vocabulary; Rating Scales; China; Peabody Picture Vocabulary Test; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Korrelation; Kognitive Entwicklung; Soziale Entwicklung; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interpersonale Kompetenz; Rezeptive Kommunikationsfähigkeit; Male; Männliches Geschlecht; Landbevölkerung; Risikogruppe; Sibling; Geschwister; Interaktion; Fernsehkonsum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zeit; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Rating-Skala
Abstract	Research on the screen time of young children and its relationship to their cognitive and social development is controversial. Based on a stratified, random sample of 579 five-year-old children in Guangdong, China, this study explores the relationship between the screen time of Chinese children and their cognitive and social development. Specifically, we assessed children's receptive vocabulary, math skills, executive functioning, science knowledge, and social skills in relationship to their active and passive screen times. Results indicate that the passive screen time of Chinese preschool children was negatively associated with their mathematics achievement, science performance, executive functioning, and social skills. Active screen time was positively associated with their receptive language skills and science knowledge. Additionally, the screen time of Chinese children in this study exceeded American Academy of Pediatrics recommendations, and boys, children in rural communities, and children in single-child households were especially vulnerable to the negative associations of screen time. Discussions of the findings and recommendations for policies and practice are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01