Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-23T06:24:03.653Z Has data issue: false hasContentIssue false
Series:   Elements in Child Development

Early Childhood and Digital Media

Published online by Cambridge University Press:  24 April 2024

Rachel Barr ,
Heather Kirkorian ,
Sarah Coyne  and
Jenny Radesky
Rachel Barr
Affiliation:
Georgetown University, Washington DC
Heather Kirkorian
Affiliation:
University of Wisconsin, Madison
Sarah Coyne
Affiliation:
Brigham Young University, Utah
Jenny Radesky
Affiliation:
University of Michigan

Summary

Screen time, defined as estimates of child time spent with digital media, is considered harmful to very young children. At the same time, the use of digital media by children under five years of age has increased dramatically, and with the advent of mobile and streaming media can occur anywhere and at any time. Digital media has become an integral part of family life. Imprecise global screen time estimates do not capture multiple factors that shape family media ecology. In this Element, the authors discuss the need to shift the lens from screen time measures to measures of family media ecology, describe the new Dynamic, Relational, Ecological Approach to Media Effects Research (DREAMER) framework, and more comprehensive digital media assessments. The authors conclude this Element with a roadmap for future research using the DREAMER framework to better understand how digital media use is associated with child outcomes.
Get access

Keywords

early childhooddigital mediafamily media ecologymedia contentmedia context
Type
Element
Information
Series: Elements in Child Development
Online ISBN: 9781108885751
Publisher: Cambridge University Press
Print publication: 23 May 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abels, M., Vanden Abeele, M. M. P., Van Telgen, T., & Van Meijl, H. (2018). Nod, nod, ignore: An exploratory observational study on the relation between parental mobile media use and parental responsiveness towards young children. In Luef, E. M. & Marin, M. M. (eds.), The Talking Species (pp. 195–228). Graz: Uni-press Verlag.Google Scholar
Anand, S., & Krosnick, J. A. (2005). Demographic predictors of media use among infants, toddlers, and preschoolers. American Behavioral Scientist, 48(5), 539–561. https://doi.org/10.1177/0002764204271512.CrossRefGoogle Scholar
Anderson, D. R., & Davidson, M. C. (2019). Receptive versus interactive video screens: A role for the brain’s default mode network in learning from media. Computers in Human Behavior, 99, 168–180. https://doi.org/10.1016/j.chb.2019.05.008.CrossRefGoogle Scholar
Anderson, D. R., Field, D. E., Collins, P. A., Lorch, E. P., & Nathan, J. G. (1985). Estimates of young children’s time with television: A methodological comparison of parent reports and time-lapse video home observation. Child Development, 56, 1345–1357. https://doi.org/10.1111/j.1467-8624.1985.tb00202.x.CrossRefGoogle ScholarPubMed
Anderson, D. R., Hanson, K. G. (2017). “Screen media and parent–child interactions” in Media exposure during infancy and early childhood: The effects of content and context on learning and development. eds. Barr, R., Linebarger, D. N. (New York: Springer;), 173–194. https://doi.org/10.1007/978-3-319-45102-2_11.CrossRefGoogle Scholar
Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., & Wright, J. C. (2001). Early childhood television viewing and adolescent behavior: The recontact study. Monographs of the Society for Research in Child Development, 66(1), 1–147. https://doi.org/10.1111/1540-5834.00120.CrossRefGoogle ScholarPubMed
Andreassen, C. S., Billieux, J., Griffiths, M. D. et al. (2016). The relationship between addictive use of social media and video games and symptoms of psychiatric disorders: A large-scale cross-sectional study. Psychology of Addictive Behaviors, 30(2), 252–262. https://doi.org/10.1037/adb0000160.CrossRefGoogle Scholar
Auxier, B., Anderson, M., Perrin, A., & Turner, E. (2020). Parenting children in the age of screens. Pew Research Center. Washington, DC (July 18, 2020). www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age-of-screens/.Google Scholar
Bank, A. M., Barr, R., Calvert, S. L. et al. (2012). Maternal depression and family media use: A questionnaire and diary analysis. Journal of Child and Family Studies, 21, 208–216. https://doi.org/10.1007/s10826-011-9464-1.CrossRefGoogle ScholarPubMed
Barr, R. (2010c). Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice. Developmental Review, 30, 128–154. https://doi.org/10.1016/j.dr.2010.03.001.CrossRefGoogle ScholarPubMed
Barr, R. (2013). Memory constraints on infant learning from picture books, television, and touchscreens. Child Development Perspectives, 7, 205–210. https://doi.org/10.1111/cdep.12041.CrossRefGoogle Scholar
Barr, R. (2019a). Growing up in the digital age: Early learning and family media ecology. Current Directions in Psychological Science, 28, 341–346. https://doi.org/10.1177/0963721419838245.CrossRefGoogle ScholarPubMed
Barr, R. (2019b). Parenting in the digital age. In Bornstein, M. (ed.), Handbook of Parenting Volume 5: The Practice of Parenting (3rd ed.) (pp. 380–408). New York: Routledge.Google Scholar
Barr, R. (2022). Building equitable access and inclusion for children growing up in the digital age. Policy Insights from Behavioral and Brain Sciences, 9(1), 73–80. https://doi.org/10.1177/23727322211068388CrossRefGoogle Scholar
Barr, R., Danziger, C., Hilliard, M., Andolina, C., & Ruskis, J. (2010b). Amount, content and context of infant media exposure: A parental questionnaire and diary analysis. International Journal of Early Years Education, 18, 107–122. https://doi.org/10.1080/09669760.2010.494431.CrossRefGoogle ScholarPubMed
Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70, 1067–1081. https://doi.org/10.1111/1467-8624.00079.CrossRefGoogle ScholarPubMed
Barr, R., & Kirkorian, H. (2023). Reexamining models of early learning in the digital age: Applications for learning in the wild. Journal of Applied Research in Memory and Cognition, 12(4), 457–472. https://doi.org/10.1037/mac0000132.CrossRefGoogle ScholarPubMed
Barr, R., Kirkorian, H., Radesky, J. et al. (2020). Beyond screen time: A synergistic approach to a more comprehensive assessment of family media exposure during early childhood. Frontiers in Psychology, 11, 01283. https://doi.org/10.3389/fpsyg.2020.01283.CrossRefGoogle ScholarPubMed
Barr, R., Lauricella, A., Zack, E., & Calvert, S. L. (2010a). The relation between infant exposure to television and executive functioning, cognitive skills, and school readiness at age four. Merrill Palmer Quarterly, 56, 21–48. www.jstor.org/stable/23098082.CrossRefGoogle Scholar
Barr, R. & Linebarger, D. L. (Eds. 2017). Media Exposure During Infancy and Early Childhood: The Effect of Content and Context on Learning and Development. New York: Springer. https://doi.org/10.1007/978-3-319-45102-2.CrossRefGoogle Scholar
Bellagamba, F., Presaghi, P., Di Marco, M. et al. (2021). How infant and toddlers’ media use is related to sleeping habits in everyday life in Italy. Frontiers in Psychology, 12, 589664. Retrieved March 22, 2021. https://doi.org/10.3389/fpsyg.2021.589664.CrossRefGoogle ScholarPubMed
Benita, N., Gordon-Hacker, A., & Gueron-Sela, N. (2020). Sleep through toddlerhood: The distinct roles of overall media use and use of media to regulate child distress. Journal of Developmental and Behavioral Pediatrics: JDBP, 41(9), 690–697. https://doi.org/10.1097/DBP.0000000000000836.CrossRefGoogle ScholarPubMed
Bergmann, C., Dimitrova, N., Alaslani, K. et al. (2022). Young children’s screen time during the first COVID-19 lockdown in 12 countries. Scientific Reports, 12(1), 2015. https://doi.org/10.1038/s41598-022-05840-5.CrossRefGoogle ScholarPubMed
Bleakley, A., Jordan, A. B., & Hennessy, M. (2013). The relationship between parents’ and children’s television viewing. Pediatrics, 132(2), e364–e371. https://doi.org/10.1542/peds.2012-3415.CrossRefGoogle ScholarPubMed
Blumberg, F., & Brooks, P. (2017). Cognitive Development in Digital Contexts. London: Academic Press. www.elsevier.com/books/cognitive-development-in-digital-contexts/blumberg/978-0-12-809481-5.Google Scholar
Bornstein, M. H. (2009). Toward a model of culture↔parent↔child transactions. In Sameroff, A. (ed.), The Transactional Model of Development: How Children and Contexts Shape Each Other (pp. 139–161). Washington, DC: American Psychological Association. https://doi.org/10.1037/11877-008.CrossRefGoogle Scholar
Bornstein, M. H. (2021). Psychological Insights for Understanding COVID-19 and Families, Parents, and Children. New York: Routledge.Google Scholar
Bornstein, M. H., Hahn, C.-S., & Suwalsky, J. T. D. (2013). Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence. Development and Psychopathology, 25(3), 857–878. https://doi.org/10.1017/S0954579413000217.CrossRefGoogle ScholarPubMed
Briggs-Gowan, M. J., Carter, A. S., Bosson-Heenan, J., Guyer, A. E., Horwitz, S. M. (2006). Are infant-toddler social-emotional and behavioral problems transient? Journal of the American Academy of Child and Adolescent Psychiatry, 45(7), 849–858. https://doi.org/10.1097/01.chi.0000220849.48650.59.CrossRefGoogle ScholarPubMed
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Lerner, R. M. & Damon, W. (eds.), Handbook of Child Psychology: Theoretical Models of Human Development (pp. 793–828). Hoboken, NJ: John Wiley & Sons.Google Scholar
Broderick, C. B. (1993). Understanding Family Process: Basics of Family Systems Theory. Thousand Oaks, CA: Sage.Google Scholar
Bus, A. G., Neuman, S. B., & Roskos, K. (2020). Screens, apps, and digital books for young children: The promise of multimedia. AERA Open, 6(1). http://doi.org/10.1177/2332858420901494.CrossRefGoogle Scholar
Calvert, S., Rideout, V., Woolard, J., Barr, R., & Strouse, G. (2005). Age, ethnicity, and socioeconomic patterns in early computer use: A national survey. American Behavioral Scientist, 48, 590–607. https://doi.org/10.1177/0002764204271508.CrossRefGoogle Scholar
Carroll, N., Sadowski, A., Laila, A. et al. (2020). The impact of COVID-19 on health behavior, stress, financial and food security among middle to high income Canadian families with young children. Nutrients, 12(8), 2352. https://doi.org/10.3390/nu12082352.CrossRefGoogle ScholarPubMed
Carver, L. J., Meltzoff, A. N., & Dawson, G. (2006). Event-related potential (ERP) indices of infants’ recognition of familiar and unfamiliar objects in two and three dimensions. Developmental Science, 9(1), 51–62. https://doi.org/10.1111/j.1467-7687.2005.00463.x.CrossRefGoogle ScholarPubMed
Çelen Yoldas, T., & Özmert, E. N. (2021). Communicative environmental factors including maternal depression and media usage patterns on early language development. Maternal and Child Health Journal, 25(6), 900–908. https://doi.org/10.1007/s10995-021-03125-3. Epub April 27, 2021.CrossRefGoogle ScholarPubMed
Cheung, C. H., Bedford, R., Saez De Urabain, I. R., Karmiloff-Smith, A., & Smith, T. J. (2017). Daily touchscreen use in infants and toddlers is associated with reduced sleep and delayed sleep onset. Scientific Reports, 7, 46104. https://doi.org/10.1038/srep46104.CrossRefGoogle ScholarPubMed
Chindamo, S., Buja, A., DeBattisti, E. et al. (2019). Sleep and new media usage in toddlers. European Journal of Pediatrics, 178, 483–490. https://doi.org/10.1007/s00431-019-03318-7.CrossRefGoogle ScholarPubMed
Chonchaiya, W., Sirachairat, C., Vijakkhana, N., Wilaisakditipakorn, T., & Pruksananonda, C. (2015). Elevated background TV exposure over time increases behavioural scores of 18-month-old toddlers. Acta Paediatrica (Oslo, Norway: 1992), 104(10), 1039–1046. https://doi.org/10.1111/apa.13067.Google Scholar
Christakis, D. A., Gilkerson, J., Richards, J. A. et al. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns: A population-based study. Archives of Pediatric and Adolescent Medicine, 163, 554–558. https://doi.org/10.1001/archpediatrics.2009.61.CrossRefGoogle ScholarPubMed
Christakis, D. A., Ramirez, J. S. B., Ferguson, S. M., Ravinder, S., & Ramirez, J. M. (2018). How early media exposure may affect cognitive function: A review of results from observations in humans and experiments in mice. Proceedings of the National Academy of Sciences of the United States of America, 115(40), 9851–9858. https://doi.org/10.1073/pnas.1711548115.CrossRefGoogle ScholarPubMed
Christakis, D. A., & Zimmerman, F. J. (2006). Early television viewing is associated with protesting turning off the television at age 6. Medscape General Medicine, 8(2), 63.Google ScholarPubMed
Cliff, D. P., Howard, S. J., Radesky, J. S., McNeill, J., & Vella, S. A. (2018). Early childhood media exposure and self-regulation: Bidirectional longitudinal associations. Academic Pediatrics, 18(7), 813–819. https://doi.org/10.1016/j.acap.2018.04.012.CrossRefGoogle ScholarPubMed
Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental co-use of media technology with their parents in the U.S.A. Journal of Children and Media, 9, 5–21. https://doi.org/10.1080/17482798.2015.997440.CrossRefGoogle Scholar
Conners, N., Tripathi, S., Clubb, R., & Bradley, R. (2007). Maternal characteristics associated with television viewing habits of low-income preschool children. Journal of Child and Family Studies, 16(3), 415–425. https://doi.org/10.1007/s10826-006-9095-0.CrossRefGoogle Scholar
Coolidge, F. L., Thede, L. L., & Young, S. E. (2000). Heritability and the comorbidity of attention deficit hyperactivity disorder with behavioral disorders and executive function deficits: A preliminary investigation. Developmental Neuropsychology, 17(3), 273–287. https://doi.org/10.1207/S15326942DN1703_1.CrossRefGoogle ScholarPubMed
Coyne, S. M., Holmgren, H. G., Shawcroft, J. et al. (2022c). ABCs or Attack-Boom-Crash? A longitudinal analysis of associations between media content and the development of problematic media use in early childhood. Technology, Mind, and Behavior, 3(4: Winter). https://doi.org/10.1037/tmb0000093.CrossRefGoogle ScholarPubMed
Coyne, S., Gale, M., Ashby, S., Memmott-Elison, M. K., Holmgren, H. G., Barr, R., Christensen-Duerden, C., & Brown, S. (2023a). Media in the moment: An observational assessment of the digital media context in early childhood. Translational Issues in Psychological Science, 9(3), 186–198. https://doi.org/10.1037/tps0000377CrossRefGoogle ScholarPubMed
Coyne, S. M., Reschke, P. J., Stockdale, L. et al. (2023b). Silencing screaming with screens: The longitudinal relationship between media emotion regulation processes and children’s emotional reactivity, emotional knowledge, and empathy. Emotion, 23(8), 2194–2204. https://doi.org/10.1037/emo0001222.CrossRefGoogle ScholarPubMed
Coyne, S. M., Rogers, A., Holmgren, H. G. et al. (2023c). Masters of media: A longitudinal study of parental media efficacy, media monitoring, and child problematic media use across early childhood. Journal of Children and Media, 17(3), 318–335. https://doi.org/10.1080/17482798.2023.2200958.CrossRefGoogle Scholar
Coyne, S. M., Rogers, A., Shawcroft, J. et al. (2022b). Meltdowns and Media: Moment-to-moment fluctuations in young children’s media use transitions and the role of children’s mood state. Computers in Human Behavior. 136, 107360, https://doi.org/10.1016/j.chb.2022.107360.CrossRefGoogle Scholar
Coyne, S. M., Shawcroft, J., Gale, M. et al. (2021). Tantrums, toddlers and technology: temperament, media emotion regulation, and problematic media use in early childhood. Computers in Human Behavior, 120, 106762. https://doi.org/10.1016/j.chb.2021.106762.CrossRefGoogle ScholarPubMed
Coyne, S. M., Shawcroft, J., Gale, M. et al. (2022a). Digital distraction or accessible aid? Parental media use during feedings and parent-infant attachment, dysfunction, and relationship quality. Computers in Human Behavior, 127, 107051. https://doi.org/10.1016/j.chb.2021.107051.CrossRefGoogle Scholar
Deater‐Deckard, K., Wang, Z., Chen, N., & Bell, M. A. (2012). Maternal executive function, harsh parenting, and child conduct problems. Journal of Child Psychology and Psychiatry, 53(10), 1084–1091. https://doi.org/10.1111/j.1469-7610.2012.02582.x.CrossRefGoogle ScholarPubMed
Deater-Deckard, K. (2014). Family matters: Intergenerational and interpersonal processes of executive function and attentive behavior. Current Directions in Psychological Science, 23(3) 230–236. https://doi.org/10.1177/0963721414531597.CrossRefGoogle ScholarPubMed
Domoff, S. E., Borgen, A. L., & Radesky, J. S. (2020). Interactional theory of childhood problematic media use. Human Behavior and Emerging Technologies, 2(4), 343–353. https://doi.org/10.1002/hbe2.217.CrossRefGoogle ScholarPubMed
Domoff, S. E., Harrison, K., Gearhardt, A. N. et al. (2019). Development and validation of the Problematic Media Use Measure: A parent report measure of screen media “addiction” in children. Psychology of Popular Media Culture, 8, 2–11. https://doi.org/10.1037/ppm0000163.CrossRefGoogle Scholar
Dore, R. A., Hassinger-Das, B., Brezack, N. et al. (2018). The parent advantage in fostering children’s e-book comprehension. Early Childhood Research Quarterly, 44, 24–33. https://doi.org/10.1016/j.ecresq.2018.02.002.CrossRefGoogle Scholar
Dore, R. A., Logan, J., Lin, T. J., Purtell, K. M., & Justice, L. (2020). Characteristics of children’s media use and gains in language and literacy skills. Frontiers in Psychology, 11, 2224. https://doi.org/10.3389/fpsyg.2020.02224.CrossRefGoogle ScholarPubMed
Eales, L., Gillespie, S., Alstat, R. A., Ferguson, G. M., & Carlson, S. M. (2021). Children’s screen and problematic media use in the United States before and during the COVID‐19 pandemic. Child Development, 92(5), O866–O882. https://doi.org/10.1111/cdev.13652.CrossRefGoogle ScholarPubMed
Elias, N., Lemish, D., Dalyot, S., & Floegel, D. (2021). “Where are you?” An observational exploration of parental technoference in public places in the US and Israel. Journal of Children and Media, 15(3), 376–388. https://doi.org/10.1080/17482798.2020.1815228.CrossRefGoogle Scholar
Ewin, C. A., Reupert, A., McLean, L. A., & Ewin, C. J. (2021). Mobile devices compared to non-digital toy play: The impact of activity type on the quality and quantity of parent language. Computers in Human Behavior, 118, 106669. https://doi.org/10.1016/j.chb.2020.106669.CrossRefGoogle Scholar
Eyal, N. (2014). Hooked: How to Build Habit-Forming Products. London: Penguin.Google Scholar
Fisch, S. M. (2000). A Capacity Model of Children’s Comprehension of Educational Content on Television. Media Psychology, 2(1), 63–91. https://doi.org/10.1207/S1532785XMEP0201_4CrossRefGoogle Scholar
Fisch, S. M. (2017). Bridging Theory and Practice: Applying Cognitive and Educational Theory to the Design of Educational Media. In Cognitive Development in Digital Contexts (pp. 217–234). Elsevier. https://doi.org/10.1016/B978-0-12-809481-5.00011-0CrossRefGoogle Scholar
Fenson, L., Pethick, S., Renda, C. et al. (2000). Short-form versions of the MacArthur Communicative Development Inventories. Applied Psycholinguistics, 21, 95–116.CrossRefGoogle Scholar
Fenstermacher, S. K., Barr, R., Brey, E. et al. (2010a). Interactional quality depicted in infant-directed videos: Where are the interactions? Infant and Child Development, 19, 594–612. https://doi.org/10.1002/icd.714.CrossRefGoogle Scholar
Fenstermacher, S. K., Linebarger, D., Pempek, T. A. et al. (2010b). Infant-directed media: An analysis of product information and claims. Infant and Child Development, 19, 557–576. https://doi.org/10.1002/icd.718.CrossRefGoogle Scholar
Fidler, A., Zack, E., & Barr, R. (2010). Television viewing patterns in 6- to 18-month-olds: The role of caregiver-infant interactional quality. Infancy, 15, 176–196. https://doi.org/10.1111/j.1532-7078.2009.00013.x.CrossRefGoogle ScholarPubMed
Fisch, S. M. (2000). A capacity model of children’s comprehension of educational content on television. Media Psychology, 2(1), 63–91. https://doi.org/10.1207/S1532785XMEP0201_4.CrossRefGoogle Scholar
Fisch, S. M. (2017). Bridging theory and practice: Applying cognitive and educational theory to the design of educational media. In Blumberg, F. C., Brooks, P. J. (eds.), Cognitive Development in Digital Contexts (pp. 217–234). London: Elsevier. https://doi.org/10.1016/B978-0-12-809481-5.00011-0.CrossRefGoogle Scholar
Fogg, B. J. (2009, April). A behavior model for persuasive design. In Proceedings of the 4th International Conference on Persuasive Technology (pp. 1–7). Claremont, CA.Google Scholar
Furenes, M. I., Kucirkova, N., & Bus, A. C. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91, 483–517. https://doi.org/10.3102/0034654321998074.CrossRefGoogle Scholar
Galvin, K. M., Dickson, F. C., & Marrow, S. R. (2006). Systems theory: Patterns and (w)holes in family communication. In Braithwaite, D. O. & Baxter, L. A. (eds.), Engaging Theories in Family Connection: Multiple Perspectives (pp. 309–324). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Gardner, M. F. (1990). EOWPVT-R: Expressive One-word Picture Vocabulary Test, Revised. Novato, CA: Academic Therapy.Google Scholar
Garrison, M. M., Liekweg, K., & Christakis, D. A. (2011). Media use and child sleep: The impact of content, timing, and environment. Pediatrics, 128, 29–35. http://doi.org/10.1542/peds.2010-3304.CrossRefGoogle ScholarPubMed
Gaudreau, C., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). What’s in a distraction? The effect of parental cell phone use on parents’ and children’s question-asking. Developmental Psychology, 58(1), 55–68. https://doi.org/10.1037/dev0001268.CrossRefGoogle Scholar
Gentile, D. A. (2009). Pathological video game use among youth 8 to 18: A national study. Psychological Science, 20(6), 594–602. https://doi.org/10.1111/j.1467-9280.2009.02382.x.CrossRefGoogle ScholarPubMed
Gentile, D. A., Choo, H., Liau, A. et al. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319–e329. https://doi.org/10.1542/peds.2010-1353.CrossRefGoogle ScholarPubMed
Goh, S. N., Teh, L. H., Tay, W. R. et al. (2016). Sociodemographic, home environment and parental influences on total and device-specific screen viewing in children aged 2 years and below: An observational study. British Medical Journal Open, 6, e009113. http://doi/org/10.1136/bmjopen-2015-009113.Google ScholarPubMed
Goldstein, M. H., Schwade, J. A., & Bornstein, M. H. (2009). The value of vocalizing: Five-month-old infants associate their own noncry vocalizations with responses from caregivers. Child Development, 80(3), 636–644. https://doi.org/10.1111/j.1467-8624.2009.01287.x.CrossRefGoogle ScholarPubMed
Gordon-Hacker, A., & Gueron-Sela, N. (2020). Maternal use of media to regulate child distress: A double-edged sword? Longitudinal links to toddlers’ negative emotionality. Cyberpsychology, Behavior and Social Networking, 23(6), 400–405. https://doi.org/10.1089/cyber.2019.0487.CrossRefGoogle ScholarPubMed
Gray, C. M., Kou, Y., Battles, B., Hoggatt, J., & Toombs, A. L. (2018). The dark (patterns) side of UX design. CHI ‘18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems. April 2018, Paper No.: 534, 1–14.Google Scholar
Gueron-Sela, N., & Gordon-Hacker, A. (2020). Longitudinal links between media use and focused attention through toddlerhood: A cumulative risk approach. Frontiers in Psychology, 11, 569222. https://doi.org/10.3389/fpsyg.2020.569222.CrossRefGoogle ScholarPubMed
Gueron-Sela, N., Shalev, I., Gordon-Hacker, A., Egutobov, A., & Barr, R. (2023). Screen media exposure and behavioral adjustment in early childhood during and after COVID-19 home lockdown periods. Computers in Human Behavior, 140, 107572 https://doi.org/10.1016/j.chb.2022.107572.CrossRefGoogle ScholarPubMed
Hashmi, S., Vanderwert, R. E., Price, H. A., & Gerson, S. A. (2020). Exploring the benefits of doll play through neuroscience. Frontiers in Human Neuroscience, 14, 560176. https://doi.org/10.3389/fnhum.2020.560176CrossRefGoogle ScholarPubMed
Hartshorne, J. K., Huang, Y. T., Lucio Paredes, P. M. et al. (2021). Screen time as an index of family distress. Current Research in Behavioral Sciences, 2, 100023. https://doi.org/10.1016/j.crbeha.2021.100023.CrossRefGoogle Scholar
Hedderson, M. M., Bekelman, T. A., Li, M. et al. (2023). Trends in screen time use among children during the COVID-19 pandemic, July 2019 through August 2021. JAMA Network Open, 6(2), e2256157. https://doi.org/10.1001/jamanetworkopen.2022.56157.CrossRefGoogle ScholarPubMed
Heimann, M., Hedendahl, L., Ottmer, E. et al. (2021). 2-year-olds learning from 2D media with and without parental support: Comparing two forms of joint media engagement with passive viewing and learning from 3D. Frontiers in Psychology, 11, 576940. https://doi.org/10.3389/fpsyg.2020.576940.CrossRefGoogle ScholarPubMed
Hiniker, A., Heung, S. S., Hong, S., & Kientz, J. A. (2018a, April). Coco’s videos: An empirical investigation of video-player design features and children’s media use. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1–13). Montreal.CrossRefGoogle Scholar
Hiniker, A., Lee, B., Kientz, J. A., & Radesky, J. S. (2018b, April). Let’s play! Digital and analog play between preschoolers and parents. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1–13). Montreal. https://doi.org/10.1145/3173574.3174233.CrossRefGoogle Scholar
Hiniker, A., Sobel, K., Suh, H. et al. (2015). Texting while parenting: How adults use mobile phones while caring for children at the playground. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, 727–736. https://doi.org/10.1145/2702123.2702199.CrossRefGoogle Scholar
Hinkley, T., Verbestel, V., Ahrens, W. et al. (2014). Early childhood electronic media use as a predictor of poorer well-being: A prospective cohort study. JAMA Pediatrics, 168(5), 485–492. https://doi.org/10.1001/jamapediatrics.2014.94.CrossRefGoogle ScholarPubMed
Hipp, D., Gerhardstein, P., Zimmermann, L. et al. (2017). The dimensional divide: Learning from TV and touchscreens during early childhood. In Barr, R. and Linebarger, D. (eds.), Media Exposure during Infancy and Early Childhood (pp. 33–54). Cham: Springer. https://doi.org/10.1007/978-3-319-45102-2_3.CrossRefGoogle Scholar
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M. et al. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest : A Journal of the American Psychological Society, 16, 3–34. https://doi.org/10.1177/1529100615569721.CrossRefGoogle ScholarPubMed
Holmgren, H. G., Stockdale, L., Gale, M., & Coyne, S. M. (2022). Parent and child problematic media use: The role of maternal postpartum depression and dysfunctional parent-child interactions in young children. Computers in Human Behavior, 133, 107293. https://doi.org/10.1016/j.chb.2022.107293.CrossRefGoogle Scholar
Jing, M., Ye, T., Kirkorian, H. L., & Mares, M.-L. (2023). Screen media exposure and young children’s vocabulary learning and development: A meta-analysis. Child Development, 94, 1398–1418. https://doi.org/10.1111/cdev.13927.CrossRefGoogle Scholar
Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R. et al. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151.CrossRefGoogle ScholarPubMed
Karasik, L., Tamis-LeMonda, C. S., & Adolph, K. (2016). Decisions at the brink: Locomotor experience affects infants’ use of social information on an adjustable drop-off. Frontiers in Psychology, 7, 797. https://doi.org/10.3389/fpsyg.2016.00797.CrossRefGoogle Scholar
Katz, V., Gonzalez, C., & Clark, K. (2017). Digital inequality and developmental trajectories of low income, immigrant, and minority children. Pediatrics, 140(Supplement 2), 132–136. S132–S136. https://doi.org/10.1542/peds.2016-1758R.CrossRefGoogle ScholarPubMed
Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PLOS ONE, 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641.CrossRefGoogle ScholarPubMed
Katz, V. S., Moran, M. B., & Ognyanova, K. (2019). Contextualizing connectivity: How internet connection type and parental factors influence technology use among lower-income children. Information, Communication & Society, 22(3), 313–335. https://doi.org/10.1080/1369118X.2017.1379551.CrossRefGoogle Scholar
Kerr, M. L., Rasmussen, H. F., Borelli, J. L., Buttitta, K. V., & Smiley, P. A. (2021a). Exploring the complexity of mothers’ real-time emotions while caregiving. Emotion, 21(3), 545–556. http://dx.doi.org/10.1037/emo0000719.CrossRefGoogle ScholarPubMed
Kerr, M. L., Rasmussen, H. F., Smiley, P. A. et al. (2021b). Within- and between-family differences in mothers’ guilt and shame: Caregiving, coparenting, and attachment. Journal of Family Psychology, 35(3), 265–275. http://dx.doi.org/10.1037/fam0000647.CrossRefGoogle Scholar
Kiefner-Burmeister, A., Domoff, S., & Radesky, J. (2020). Feeding in the digital age: An observational analysis of mobile device use during family meals at fast food restaurants in Italy. International Journal of Environmental Research and Public Health, 17(17), 6077. https://doi.org/10.3390/ijerph17176077.CrossRefGoogle ScholarPubMed
Kirkorian, H., & Barr, R. (2021). CAFE consortium toolkit documentation. Databrary. http://doi.org/10.17910/b7.1372.CrossRefGoogle Scholar
Kirkorian, H. L. (2018). When and how do interactive digital media help children connect what they see on and off the screen? Child Development Perspectives, 12, 210–214. https://doi.org/10.1111/cdep.12290.CrossRefGoogle Scholar
Kirkorian, H. L., Choi, K., & Anderson, D. R. (2019). American parents’ active involvement mediates the impact of background television on young children’s toy play. Journal of Children and Media, 19, 377–394. https://doi.org/10.1080/17482798.2019.1635033.CrossRefGoogle Scholar
Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The impact of background television on parent-child interaction. Child Development, 80, 1350–1359. https://doi.org/10.1111/j.1467-8624.2009.01337.x.CrossRefGoogle ScholarPubMed
Konrad, C., Berger-Hanke, M., Hassel, G., & Barr, R. (2021a). Does texting interrupt learning in 19-month-old infants? Infant Behavior and Development, 62, 101513 https://doi.org/10.1016/j.infbeh.2020.101513.CrossRefGoogle ScholarPubMed
Konrad, C., Hillmann, M., Rispler, J. et al. (2021b). Quality of mother-child interaction before, during and after smartphone use. Frontiers. https://doi.org/10.3389/fpsyg.2021.616656.CrossRefGoogle Scholar
Kostyrka‐Allchorne, K., Cooper, N. R., & Simpson, A. (2017). The relationship between television exposure and children’s cognition and behaviour: A systematic review. Developmental Review, 44, 19–58. https://doi.org/10.1016/j.dr.2016.12.002.CrossRefGoogle Scholar
Krapf-Bar, D., Davidovitch, M., Rozenblatt-Perkal, Y., & Gueron-Sela, N. (2022). Maternal mobile phone use during mother-child interactions interferes with the process of establishing joint attention. Developmental Psychology, 58(9), 1639–1651. https://doi.org/10.1037/dev0001388.CrossRefGoogle ScholarPubMed
Krcmar, M., & Cingel, D. P. (2014). Parent–child joint reading in traditional and electronic formats. Media Psychology, 17(3), 262–281. https://doi.org/10.1080/15213269.2013.840243.CrossRefGoogle Scholar
Kucirkova, N., Littleton, K., & Kyparissiadis, A. (2018). The influence of children’s gender and age on children’s use of digital media at home. British Journal of Educational Technology, 49, 545–559. https://doi.org/10.1111/bjet.12543.CrossRefGoogle Scholar
Kumar, S., Mallikarjuna, T., & Khudabukhsh, A. (2023). Quantifying the academic quality of children’s videos using machine comprehension, 2023. IEEE Transactions on Knowledge and Data Engineering. https://doi.org/10.48550/arXiv.2303.17201.CrossRefGoogle Scholar
Lauricella, A., Barr, R., & Calvert, S. (2009). Computer skills: Influences of young children’s executive functioning abilities and parental scaffolding techniques in the US. Journal of Children and Media, 3, 217–233. https://doi.org/10.1080/1748279090299989.CrossRefGoogle Scholar
Lauricella, A. R., Blackwell, C. K., & Wartella, E. (2017). The “new” technology environment: The role of content and context on learning and development from mobile media. In Barr, R. & Linebarger, D. (eds.), Media Exposure during Infancy and Early Childhood: The Effect of Content and Context on Learning and Development (pp. 1–24). New York: Springer. https://doi.org/10.1007/978-3-319-45102-2_1.Google Scholar
Lauricella, A., Calvert, S., & Barr, R. (2014). Parent-child interactions during traditional and computer book reading for children’s story comprehension. International Journal of Child-Computer Interaction, 2, 17–25. https://doi.org/10.1016/j.ijcci.2014.07.001.CrossRefGoogle Scholar
Lauricella, A. R., Cingel, D. P., Beaudoin-Ryan, L. et al . (2016). The Common Sense Census: Plugged-In Parents of Tweens and Teens. San Francisco, CA: Common Sense Media.Google Scholar
Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001.CrossRefGoogle Scholar
Lavigne, H. J., Hanson, K. G., & Anderson, D. R. (2015). The influence of television coviewing on parent language directed at toddlers. Journal of Applied Developmental Psychology, 36, 1–10. https://doi.org/10.1016/j.appdev.2014.11.004.CrossRefGoogle Scholar
Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77–95. https://doi.org/10.1080/15213260802669458.CrossRefGoogle Scholar
Limtrakul, N., Louthrenoo, O., Narkpongphun, A., Boonchooduang, N., & Chonochaiya, W. (2018). Media use and pyschosocial adjustment in children and adolescents. Journal of Paediatrics and Child Health, 54(3), 296–301. https://doi.org/10.1111/jc.13725.CrossRefGoogle Scholar
Lin, L.-Y., Cherng, R.-J., Chen, Y.-J., Chen, Y.-J., & Yang, H.-M. (2015). Effects of television exposure on developmental skills among young children. Infant Behavior and Development, 38, 20–26. https://doi.org/10.1016/j.infbeh.2014.12.005.CrossRefGoogle ScholarPubMed
Linder, L., McDaniel, B. T., & Jaffe, H. (2022). Moment-to-moment observation of parental media use and parent-child interaction: Quality and media multitasking. Human Behavior and Emerging Technologies, 2022, 1–9. https://doi.org/10.1155/2022/4896637.CrossRefGoogle Scholar
Linebarger, D. L., Barr, R., Lapierre, M. A., & Piotrowski, J. T. (2014). Associations between parenting, media use, cumulative risk, and children’s executive functioning. Journal of Developmental and Behavioral Pediatrics, 35(6), 367–377. https://doi.org/10.1097/DBP.0000000000000069.CrossRefGoogle ScholarPubMed
Linebarger, D. N., Brey, E., Fenstermacher, S. & Barr, R. (2017). What makes preschool educational television educational? A content analysis of literacy, language-promoting, and prosocial preschool programming. In Barr, R., R. & Linebarger, D. N. (Eds.). Media Exposure During Infancy and Early Childhood: The Effect of Content and Context on Learning and Development, pp 97–134. New York: Springer. https://doi.org/10.1007/978-3-319-45102-2_7.CrossRefGoogle Scholar
Linebarger, D. L., & Vaala, S. E. (2010). Screen media and language development in infants and toddlers: An ecological perspective. Developmental Review, 30(2), 176–202. https://doi.org/10.1016/j.dr.2010.03.006.CrossRefGoogle Scholar
Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48(5), 624–645.CrossRefGoogle Scholar
Lund, L., Sølvhøj, I. N., Danielsen, D., & Andersen, S. (2021). Electronic media use and sleep in children and adolescents in western countries: A systematic review. BMC Public Health, 21(1), 1598. https://doi.org/10.1186/s12889-021-11640-9.CrossRefGoogle ScholarPubMed
Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665–675. https://doi.org/10.1001/jamapediatrics.2020.0327.CrossRefGoogle ScholarPubMed
Makin, S. (2018). Searching for digital technology’s effects on well-being. Nature, 563(7733), S138–S140. https://doi.org/10.1038/d41586-018-07503-w.CrossRefGoogle ScholarPubMed
Mallawaarachchi, S. R., Anglim, J., Hooley, M., & Horwood, S. (2022). Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis. Early Childhood Research Quarterly, 60, 13–33. https://doi.org/10.1016/j.ecresq.2021.12.008CrossRefGoogle Scholar
Malti, T., & Dys, S. P. (2018). From being nice to being kind: Development of prosocial behaviors. Current Opinion in Psychology, 20, 45–49. https://doi.org/10.1016/j.copsyc.2017.07.036.CrossRefGoogle ScholarPubMed
Markey, E. (2018). Children and Media Research Advancement Act. https://www.congress.gov/bill/109th-congress/senate-bill/1902Google Scholar
Mathur, A., Acar, G., Friedman, M. J. et al. (2019). Dark patterns at scale: Findings from a crawl of 11K shopping websites. Proceedings of the ACM on Human-Computer Interaction, 3(CSCW), 1–32. https://doi.org/10.1145/3359183.CrossRefGoogle Scholar
McDaniel, B. T. (2019). Parent distraction with phones, reasons for use, and impacts on parenting and child outcomes: A review of the emerging research. Human Behavior and Emerging Technologies, 1(2), 72–80. https://doi.org/10.1002/hbe2.139.CrossRefGoogle Scholar
McDaniel, B. T. (2020). Technoference: Parent mobile device use and implications for children and parent-child relationships. Zero to Three, 41(2), 30–36.Google Scholar
McDaniel, B. T. (2021). The DISRUPT: A measure of parent distraction with phones and mobile devices and associations with depression, stress, and parenting quality. Human Behavior and Emerging Technologies, 3(5), 922–932. https://doi.org/10.1002/hbe2.267.CrossRefGoogle Scholar
McDaniel, B. T., & Coyne, S. M. (2016). Technology interference in the parenting of young children: Implications for mothers’ perceptions of coparenting. The Social Science Journal, 53(4), 435–443. https://doi.org/10.1016/j.soscij.2016.04.010.CrossRefGoogle Scholar
McDaniel, B. Y., & Radesky, J. S. (2018a). Technoference: Parent distraction with technology and associations with child behavior problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822.CrossRefGoogle ScholarPubMed
McDaniel, B. T., & Radesky, J. S. (2018b). Technoference: Longitudinal associations between parent technology use, parenting stress, and child behavior problems. Pediatric Research, 84(2), 210–218. https://doi.org/10.1038/s41390-018-0052-6.CrossRefGoogle ScholarPubMed
McHarg, G., Ribner, A. D., Devine, R. T., & Hughes, C. (2020). Screen time and executive function in toddlerhood: A longitudinal study. Frontiers in Psychology, 11, 570392. https://doi.org/10.3389/fpsyg.2020.570392.CrossRefGoogle ScholarPubMed
Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P. et al. (2010). Do verbal interactions with infants during electronic media exposure mitigate adverse impacts on their language development as toddlers? Infant and Child Development, 19(6), 577–593. https://doi.org/10.1002/icd.711.CrossRefGoogle ScholarPubMed
Meyer, M., Adkins, V., Yuan, N. et al. (2019). Advertising in young children’s apps: A content analysis. Journal of Developmental & Behavioral Pediatrics, 40(1), 32–39. https://doi.org/10.1097/DBP.0000000000000622.CrossRefGoogle ScholarPubMed
Meyer, M., Zosh, J. M., McLaren, C. et al. (2021). How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework. Journal of Children and Media, 15(4), 526–548. https://doi.org/10.1080/17482798.2021.1882516.CrossRefGoogle ScholarPubMed
Meyer, T. J., Miller, M. L., Metzger, R. L., & Borkovec, T. D. (1990). Development and validation of the Penn State worry questionnaire. Behavior Research and Therapy, 28(6), 487–495. https://doi.org/10.1016/0005-7967(90)90135-6.CrossRefGoogle ScholarPubMed
Mikolajczak, M., Aunola, K., Sorkkila, M., & Roskam, I. (2023). 15 Years of parental burnout research: Systematic review and agenda. Current Directions in Psychological Science, 32(4), 276–283. https://doi.org/10.1177/09637214221142777.CrossRefGoogle Scholar
Mikolajczak, M., & Roskam, I. (2018). A theoretical and clinical framework for parental burnout: The balance between risks and resources (BR2). Frontiers in Psychology, 9(886). https://doi.org/10.3389/fpsyg.2018.00886.CrossRefGoogle ScholarPubMed
Moorman, J. D., Morgan, P., & Adams, T. L. (2019). The implications of screen media use for the sleep behavior of children ages 0–5: A systematic review of the literature. Current Sleep Medicine Reports, 5(3), 164–172. https://doi.org/10.1007/s40675-019-00151-0.CrossRefGoogle Scholar
Munzer, T., Torres, C., Domoff, S. E. et al. (2022). Child media use during COVID-19: Associations with contextual and social-emotional factors. Journal of Developmental & Behavioral Pediatrics, 43(9), e573–e580. https://doi.org/10.1097/DBP.0000000000001125.CrossRefGoogle ScholarPubMed
Munzer, T. G., Miller, A. L., Wang, Y., Kaciroti, N., & Radesky, J. (2021). Tablets, toddlers, and tantrums: The immediate effects of tablet device play. Acta paediatrica (Oslo, Norway: 1992), 110(1), 255–256. https://doi.org/10.1111/apa.15509.Google Scholar
Munzer, T. G., Miller, A. L., Weeks, H. M., Kaciroti, N., & Radesky, J. (2019). Parent-toddler social reciprocity during reading from electronic tablets vs print books. JAMA pediatrics, 173(11), 1076–1083. https://doi.org/10.1001/jamapediatrics.2019.3480.CrossRefGoogle ScholarPubMed
Myers, L. J., Crawford, E., Murphy, C., Aka-Ezoua, E., & Felix, C. (2018). Eyes in the room trump eyes on the screen: Effects of a responsive co-viewer on toddlers’ responses to and learning from video chat. Journal of Children and Media, 12(3), 275–294. https://doi.org/10.1080/17482798.2018.1425889.CrossRefGoogle Scholar
Myruski, S., Gulyayeva, O., Birk, S. et al. (2018). Digital disruption? Maternal mobile device use is related to infant social‐emotional functioning. Developmental Science, 21(4), e12610. https://doi.org/10.1111/desc.12610.CrossRefGoogle ScholarPubMed
Nabi, R. L., & Krcmar, M. (2016). It takes two: The effect of child characteristics on U.S. parents’ motivations for allowing electronic media use. Journal of Children and Media, 10(3), 285–303. https://doi.org/10.1080/17482798.2016.1162185.CrossRefGoogle Scholar
Nairn, A., & Fine, C. (2008). Who’s messing with my mind? The implications of dual-process models for the ethics of advertising to children. International Journal of Advertising, 27(3):447–470. https://doi.org/10.2501/S0265048708080062.CrossRefGoogle Scholar
Navarro, J. L., & Tudge, J. R. H. (2023). Technologizing Bronfenbrenner: Neo-ecological theory. Current Psychology, 42(22), 19338–19354. https://doi.org/10.1007/s12144-022-02738-3.CrossRefGoogle Scholar
Nelson, L. J., Coyne, S. M., Howard, E., & Clifford, B. N. (2016). Withdrawing to a virtual world: Associations between subtypes of withdrawal, media use, and maladjustment in emerging adults. Developmental Psychology, 52(6), 933–942. https://doi.org/10.1037/dev0000128.CrossRefGoogle ScholarPubMed
Neuman, S. B., Flynn, R., Wong, K., & Kaefer, T. (2020). Quick, incidental word learning in educational media: All contexts are not equal. Educational Technology Research and Development, 68(6), 2913–2937. https://doi.org/10.1007/s11423-020-09815-z.CrossRefGoogle Scholar
Neville, R. D., McArthur, B. A., Eirich, R., Lakes, K. D., & Madigan, S. (2021). Bidirectional associations between screen time and children’s externalizing and internalizing behaviors. Journal of Child Psychology and Psychiatry, 62(12), 1475–1484. https://doi.org/10.1111/jcpp.13425.CrossRefGoogle ScholarPubMed
NIH (2018). Media exposure and early child development workshop. Accessed online [June 5, 2019] www.nichd.nih.gov/sites/default/files/2018-06/Media_Exp_Early_Child_Dev_Work.pdf.Google Scholar
Nikken, P. (2019). Parents’ instrumental use of media in childrearing: Relationships with confidence in parenting, and health and conduct problems in children. Journal of Child and Family Studies, 28, 531–546. https://doi.org/10.1007/s10826-018-1281-3.CrossRefGoogle Scholar
Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24, 3423–3435. http://doi.org/10.1007/s10826-015-0144-4.CrossRefGoogle ScholarPubMed
Ochoa, W., Reich, S. M., & Farkas, G. (2021). The observed quality of caregiver-child interactions with and without a mobile screen device. Academic Pediatrics, 21(4), 620–628. https://doi.org/10.1016/j.acap.2020.07.012.CrossRefGoogle ScholarPubMed
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37),15583–15587. https://doi.org/10.1073/pnas.0903620106.CrossRefGoogle ScholarPubMed
Ozturk Eyimaya, A., & Yalçin Irmak, A. (2021). Relationship between parenting practices and children’s screen time during the COVID-19 pandemic in Turkey. Journal of Pediatric Nursing, 56, 24–29. https://doi.org/10.1016/j.pedn.2020.10.002.CrossRefGoogle ScholarPubMed
Padilla‐Walker, L. M., Coyne, S. M., & Fraser, A. M. (2012). Getting a high‐speed family connection: Associations between family media use and family connection. Family Relations, 61(3), 426–440. https://doi.org/10.1111/j.1741-3729.2012.00710.x.CrossRefGoogle Scholar
Pagani, L. S., Fitzpatrick, C., Barnett, T. A., & Dubow, E. (2010). Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Archives of Pediatrics & Adolescent Medicine, 164(5), 425–431. https://doi.org/10.1001/archpediatrics.2010.50.CrossRefGoogle ScholarPubMed
Parekh, R. (2018). Internet Gaming. Washington, DC: American Psychiatric Association. www.psychiatry.org/patients-families/internet-gaming.Google Scholar
Pearcey, S., Gordon, K., Chakrabarti, B. et al. (2021). Research review: The relationship between social anxiety and social cognition in children and adolescents: A systematic review and meta‐analysis. Journal of Child Psychology and Psychiatry, 62(7), 805–821. https://doi-org.erl.lib.byu.edu/10.1111/jcpp.13310.CrossRefGoogle ScholarPubMed
Pearlin, L. I., Menaghan, E. G., Lieberman, M. A., & Mullan, J. T. (1981). The stress process. Journal of Health and Social Behavior, 337–356. https://doi.org/10.2307/2136676.CrossRefGoogle Scholar
Pedrotti, B. G., Mallmann, M. Y., Almeida, C. R. S. et al. (2022). Infants’ and toddlers’ digital media use and mothers’ mental health: A comparative study before and during the COVID‐19 pandemic. Infant Mental Health Journal, 43(1), 24–35. https://doi.org/10.1002/imhj.21952.CrossRefGoogle ScholarPubMed
Pempek, T. A., Demers, L. B., Hanson, K., Kirkorian, H. L., & Anderson, D. R. (2011). The impact of infant-directed videos on parent-child interaction. Journal of Applied Developmental Psychology, 32, 10–19. https://doi.org/10.1016/j.appdev.2010.10.001.CrossRefGoogle Scholar
Pempek, T. A., & Kirkorian, H. L. (2020). Effects of background TV on early development. In van den Bulck, J. (ed.), The International Encyclopedia of Media Psychology (pp. 1–9). Boston, MA: Wiley-Blackwell . https://doi.org/10.1002/9781119011071.iemp0222.Google Scholar
Pempek, T. A., Kirkorian, H. L., & Anderson, D. R. (2014). The effects of background television on the quality and quantity of child-directed speech by parents. Journal of Children and Media, 8, 211–222. https://doi.org/10.1080/17482798.2014.920715.CrossRefGoogle Scholar
Pempek, T. A., & McDaniel, B. T. (2016). Young children’s tablet use and associations with maternal well-being. Journal of Child and Family Studies, 25(8), 2636–2647. https://doi.org/10.1007/s10826-016-0413-x.CrossRefGoogle Scholar
Piotrowski, J. (2017). The parental media mediation context of young children’s media use. In Barr, R. & Linebarger, D. (eds.), Media Exposure during Infancy and Early Childhood: The Effect of Content and Context on Learning and Development (pp. 205–220). New York: Springer. https://doi.org/10.1007/978-3-319-45102-2_13.CrossRefGoogle Scholar
Pombo, A., Luz, C., Rodrigues, L. P., & Cordovil, R. (2021). Effects of COVID-19 confinement on the household routines of children in Portugal. Journal of Child and Family Studies, 30(7), 1664–1674. https://doi.org/10.1007/s10826-021-01961-z.CrossRefGoogle ScholarPubMed
Przybylski, A. K., & Weinstein, N. (2019). Digital screen time limits and young children’s psychological well-being: Evidence from a population-based study. Child Development, 90(1), e56–e65. https://doi.org/10.1111/cdev.13007.CrossRefGoogle Scholar
Radesky, J., Christakis, D., Hill, D. et al. (2016a). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591.Google Scholar
Radesky, J., & Hiniker, A. (2022). From moral panic to systemic change: Making child-centered design the default. International Journal of Child-Computer Interaction, 31, 100351. https://doi.org/10.1016/j.ijcci.2021.100351.CrossRefGoogle ScholarPubMed
Radesky, J., Hiniker, A., McLaren, C. et al. (2022). Prevalence and characteristics of manipulative design in mobile applications used by children. JAMA Network Open, 5(6), e2217641. https://doi.org/10.1001/jamanetworkopen.2022.17641.CrossRefGoogle ScholarPubMed
Radesky, J., Leung, C., Appugliese, D. et al. (2018). Maternal mental representations of the child and mobile phone use during parent-child mealtimes. Journal of Developmental & Behavioral Pediatrics, 39(4), 310–317. https://doi.org/10.1097/DBP.0000000000000556.CrossRefGoogle ScholarPubMed
Radesky, J., Miller, A. L., Rosenblum, K. L. et al. (2015). Maternal mobile device use during a structured parent-child interaction task. Academic Pediatrics, 15(2), 238–244. https://doi.org/10.1016/j.acap.2014.10.001.CrossRefGoogle ScholarPubMed
Radesky, J., Reid Chassiakos, Y. R., Ameenuddin, N., Navsaria, D., & C.O.P.E. (2020b). Digital advertising to children. Pediatrics, 146(1), e20201681. https://doi.org/10.1542/peds.2020-1681.CrossRefGoogle ScholarPubMed
Radesky, J. S., Eisenberg, S., Kistin, C. J. et al. (2016b). Overstimulated consumers or next-generation learners? Parent tensions about child mobile technology use. Annals of Family Medicine, 14(6), 503–508. https://doi.org/10.1370/afm.1976.CrossRefGoogle ScholarPubMed
Radesky, J. S., Kistin, C., Eisenberg, S. et al. (2016c). Parent perspectives on their mobile technology use: The excitement and exhaustion of parenting while connected. Journal of Developmental & Behavioral Pediatrics, 37(9), 694–701. https://doi.org/10.1097/DBP.0000000000000357.CrossRefGoogle ScholarPubMed
Radesky, J. S., Kistin, C. J., Zuckerman, B. et al. (2014a). Patterns of mobile device use by caregivers and children during meals in fast food restaurants. Pediatrics, 133(4), e843–e849. https://doi.org/10.1542/peds.2013-3703.CrossRefGoogle ScholarPubMed
Radesky, J. S., Peacock-Chambers, E., Zuckerman, B., & Silverstein, M. (2016d). Use of mobile technology to calm upset children: Associations with social-emotional development. JAMA Pediatrics, 170(4), 397–399. https://doi.org/10.1001/jamapediatrics.2015.4260.CrossRefGoogle ScholarPubMed
Radesky, J. S., Schaller, A., Yeo, S. L., Weeks, H. M., & Robb, M. B. (2020c). Young kids and YouTube: How ads, toys, and games dominate viewing, 2020. San Francisco, CA: Common Sense Media. Published online November 17, 2020.Google Scholar
Radesky, J. S., Silverstein, M., Zuckerman, B., & Christakis, D. A. (2014b). Infant self-regulation and early childhood media exposure. Pediatrics, 133(5), e1172–e1178. https://doi.org/10.1542/peds.2013-2367.CrossRefGoogle ScholarPubMed
Radesky, J. S., Weeks, H. M., Ball, R. et al. (2020a). Young children’s use of smartphones and tablets. Pediatrics, 146(1), e20193518. https://doi.org/10.1542/peds.2019-3518.CrossRefGoogle Scholar
Raman, S., Guerrero-Duby, S., McCullough, J. L. et al. (2017). Screen exposure during daily routines and a young child’s risk for having social-emotional delay. Clinical Pediatrics, 56(13), 1244–1253. https://doi.org/10.1177/0009922816684600.CrossRefGoogle Scholar
Ramírez-Coronel, A. A., Abdu, W. J., Alshahrani, S. H. et al. (2023). Childhood obesity risk increases with increased screen time: A systematic review and dose-response meta-analysis. Journal of Health, Population, and Nutrition, 42(1), 5. https://doi.org/10.1186/s41043-022-00344-4.CrossRefGoogle ScholarPubMed
Ramsetty, A., & Adams, C. (2020). Impact of the digital divide in the age of COVID-19. Journal of the American Medical Informatics Association: JAMIA, 27(7), 1147–1148. https://doi.org/10.1093/jamia/ocaa078.CrossRefGoogle ScholarPubMed
Rasmussen, E. E., Shafer, A., Colwell, M. J. et al. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806.CrossRefGoogle Scholar
Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Learning on hold: Cell phones sidetrack parent-child interactions. Developmental Psychology, 53(8), 1428–1436. https://doi.org/10.1037/dev0000292.CrossRefGoogle ScholarPubMed
Reid Chassiakos, Y., Radesky, J., Christakis, D. et al. (2016). Children and Adolescents and Digital Media. Pediatrics, 138, e20162593. https://doi.org/10.1542/peds.2016-2593.CrossRefGoogle ScholarPubMed
Ribner, A. D., Barr, R. F., & Nichols, D. L. (2020). Background media use is negatively related to language and literacy skills: Indirect effects of self-regulation. Pediatric Research, 89(6), 1523–1529. https://doi.org/10.1038/s41390-020-1004-5.Google ScholarPubMed
Ribner, A. D., Coulanges, L., Friedman, S., Libertus, M. E., & Consortium., I-FAM-Covid (2021). Screen time in the Coronavirus 2019 era: International trends of increasing use among 3- to 7-year-old children. The Journal of Pediatrics, 239, 59–66. https://doi.org/10.1016/j.jpeds.2021.08.068.CrossRefGoogle ScholarPubMed
Richards, M. N., & Calvert, S. L. (2017). Media characters, parasocial relationships, and the social aspects of children’s learning across media platforms. In Barr, R. & Linebarger, D. N. (eds.), Media Exposure during Infancy and Early Childhood: The Effects of Content and Context on Learning and Development (pp. 141–163). New York: Springer. https://doi.org/10.1007/978-3-319-45102-2_9.CrossRefGoogle Scholar
Rideout, V. (2015). The Common Sense Census: Media Use by Tweens and Teens in America, A Common Sense Media Research Study, United States, 2015: Version 1. ICPSR – Interuniversity Consortium for Political and Social Research. https://doi.org/10.3886/ICPSR38018.V1.Google Scholar
Rideout, V. (2017). The Common Sense Census: Media Use by Kids Age Zero to Eight. San Francisco, CA: Common Sense Media.Google Scholar
Rideout, V., Peebles, A., Mann, S., & Robb, M. B. (2022). Common Sense Census: Media Use by Tweens and Teens, 2021. San Francisco, CA: Common Sense Media.Google Scholar
Rideout, V., & Robb, M. B. (2020). The Common Sense Census: Media Use by Kids Age Zero to Eight, 2020. San Francisco, CA: Common Sense Media.Google Scholar
Robinson, T. N., Banda, J. A., Hale, L. et al. (2017). Screen media exposure and obesity in children and adolescents. Pediatrics, 140(Supplement 2), S97–S101. https://doi.org/10.1542/peds.2016-1758K.CrossRefGoogle ScholarPubMed
Robinson, C. A., Domoff, S. E., Kasper, N., Peterson, K. E., & Miller, A. L. (2022). The healthfulness of children’s meals when multiple media and devices are present. Appetite, 169, 105800. https://doi.org/10.1016/j.appet.2021.105800.CrossRefGoogle ScholarPubMed
Roche, E., Rocha Hidalgo, J., Piper, D. et al. (2022). Presence at a distance: Video chat supports intergenerational sensitivity and positive infant affect during COVID-19. Infancy, 27, 1008–1031. doi.org/10.1111/infa.12491.CrossRefGoogle Scholar
Rosenblum, K. L., McDonough, S., Muzik, M., Miller, A., & Sameroff, A. (2002). Maternal representations of the infant: Associations with infant response to the still face. Child Development, 73(4), 999–1015. https://doi.org/10.1111/1467-8624.00453.CrossRefGoogle Scholar
Roskam, I., Aguiar, J., Akgun, E. et al. (2021). Parental burnout around the globe: A 42-country study. Affective Science, 2, 58–79. https://doi.org/10.1007/s42761-020-00028-4.CrossRefGoogle ScholarPubMed
Roskam, I., Brianda, M.-E., & Mikolajczak, M. (2018). A step forward in the conceptualization and measurement of parental burnout: The parental burnout assessment (PBA). Frontiers in Psychology, 9, 758. https://doi.org/10.3389/fpsyg.2018.00758.CrossRefGoogle ScholarPubMed
Rubin, A. M. (1986). Uses, gratifications, and media effects research. In Bryant, J. & Zillmann, D. (eds.), Perspectives on Media Effects (pp. 281–301). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Ruysschaert, L., Warreyn, P., Wiersema, J. R., Metin, B., & Roeyers, H. (2013). Neural mirroring during the observation of live and video actions in infants. Clinical Neurophysiology, 124(9), 1765–1770. https://doi.org/10.1016/j.clinph.2013.04.007.CrossRefGoogle ScholarPubMed
Sadeh, A. (2004). A brief screening questionnaire for infant sleep problems: Validation and findings for an internet sample. Pediatrics, 113(6), e570–e577. https://doi.org/10.1542/peds.113.6.e570.CrossRefGoogle ScholarPubMed
Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22. https://doi.org/10.1111/j.1467-8624.2009.01378.x.CrossRefGoogle ScholarPubMed
Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Frankenfield, A. F., & Anderson, D. R. (2008). The effects of background television on the toy play behavior of very young children. Child Development, 79, 1137–1151. https://doi.org/10.1111/j.1467-8624.2008.01180.x.CrossRefGoogle ScholarPubMed
Schwartz, L., Levy, J., Endevelt-Shapira, Y. et al. (2022). Technologically-assisted communication attenuates inter-brain synchrony. NeuroImage, 264, 119677. https://doi.org/10.1016/j.neuroimage.2022.119677.CrossRefGoogle ScholarPubMed
Seehagen, S., Konrad, C., Herbert, J. S., & Schneider, S. (2015). Timely sleep facilitates declarative memory consolidation in infants. Proceedings of the National Academy of Sciences of the United States of America, 112(5), 1625–1629. https://doi.org/10.1073/pnas.1414000112.CrossRefGoogle ScholarPubMed
Sen, A., & Tucker, C. E. (2020). Social Distancing and School Closures: Documenting Disparity in Internet Access among School Children. SSRN 3572922. 2020.CrossRefGoogle Scholar
Shawcroft, J., Blake, H., Gonzalez, A., & Coyne, S. M. (2023). Structures for screens: Longitudinal associations between parental media rules and problematic media use in early childhood. Technology, Mind, and Behavior, 4(2: Summer 2023). https://doi.org/10.1037/tmb0000104.Google ScholarPubMed
Shin, E., Choi, K., Resor, J., & Smith, C. L. (2021). Why do parents use screen media with toddlers? The role of child temperament and parenting stress in early screen use. Infant Behavior & Development, 64, 101595. https://doi.org/10.1016/j.infbeh.2021.101595.CrossRefGoogle ScholarPubMed
Strouse, G. A., & Ganea, P. A. (2016). Are prompts provided by electronic books as effective for teaching preschoolers a biological concept as those provided by adults? Early Education and Development, 27, 1190–1204. https://doi.org/10.1080/10409289.2016.1210457.CrossRefGoogle Scholar
Strouse, G. A., & Ganea, P. A. (2017). Parent–toddler behavior and language differ when reading electronic and print picture books. Frontiers in Psychology, 8, 677. http://doi.org/10.3389/fpsyg.2017.00677.CrossRefGoogle ScholarPubMed
Strouse, G. A., McClure, E., Myers, L. J. et al. (2021). Zoom-ing through development: Using video chat to support family connections. Human Behavior and Emerging Technologies 3, 552–571. https://doi.org/10.1002/hbe2.268.CrossRefGoogle Scholar
Strouse, G. A., O’Doherty, K., & Troseth, G. L. (2013). Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental Psychology, 49, 2368–2382. https://doi.org/10.1037/a0032463.CrossRefGoogle ScholarPubMed
Strouse, G. A., & Samson, J. E. (2021). Learning from video: A meta-analysis of the video deficit in children ages 0 to 6 years. Child Development, 92(1), e20–e38. https://doi.org/10.1111/cdev.13429.CrossRefGoogle Scholar
Suh, B., Kirkorian, H., Barr, R., Kucker, S., Torres, C., & Radesky, J. (2024). Measuring Parents’ Regulatory Media Use for Themselves and Their Children. Frontiers, in Development. https://doi.org/10.3389/fdpys.2024.1377998CrossRefGoogle Scholar
Sundqvist, A., Barr, R., Heimann, M., Birberg‐Thornberg, U., & Koch, F. (2023). A longitudinal study of the relationship between children’s exposure to screen media and vocabulary development. Acta Paediatrica, apa.17047. https://doi.org/10.1111/apa.17047.Google Scholar
Sundqvist, A., Koch, F., Birberg Thornberg, U., Barr, R., &Heimann, M. (2021). Growing up in a digital world–digital media and the association with the child’s language development at two years of age. Frontiers, 12, 569920. https://doi.org/10.3389/fpsyg.2021.569920.Google Scholar
Swedish Media Council (SMC). (2017). Little kids and media. http://statensmedierad.se/publikationer/publicationsinenglish/littlekidsmedia2015.611.html.Google Scholar
Swit, C. S., Coyne, S. M., Shawcroft, J. et al. (2023). Problematic media use in early childhood: The role of parent-child relationships and parental wellbeing in families in New Zealand and the United States. Journal of Children and Media, 17(4), 443–466. https://doi.org/10.1080/17482798.2023.2230321.CrossRefGoogle ScholarPubMed
Takahashi, I., Obara, T., Ishikuro, M. et al. (2023). Screen time at age 1 year and communication and problem-solving developmental delay at 2 and 4 years. JAMA Pediatrics, 177(10), 1039–1046. https://doi.org/10.1001/jamapediatrics.2023.3057.CrossRefGoogle ScholarPubMed
Tamis-LeMonda, C. S. (2021). Child Development: Context, Culture, and Cascades. Oxford: Oxford University Press.Google Scholar
Thompson, A. L., Adair, L. S., & Bentley, M. E. (2013). Maternal characteristics and perception of temperament associated with infant TV exposure. Pediatrics, 131(2), e390–e397. https://doi.org/10.1542/peds.2012-1224.CrossRefGoogle ScholarPubMed
Tombeau Cost, K. T., Korczak, D., Charach, A. et al. (2020). Association of parental and contextual stressors with child screen exposure and child screen exposure combined with feeding. Pediatrics, 3, e1920557. https://doi.org/10.1001/jamanetworkopen.2019.20557.Google ScholarPubMed
Tomopoulos, S., Dreyer, B. P., Berkule, S. et al. (2010). Infant media exposure and toddler development. Archives of Pediatrics & Adolescent Medicine, 164(12), 1105–1111. https://doi.org/10.1001/archpediatrics.2010.235.CrossRefGoogle ScholarPubMed
Tomopoulos, S., Dreyer, B. P., Valdez, P. et al. (2007). Media content and externalizing behaviors in Latino toddlers. Ambulatory Pediatrics: The Official Journal of the Ambulatory Pediatric Association, 7(3), 232–238. https://doi.org/10.1016/j.ambp.2007.02.004.CrossRefGoogle ScholarPubMed
Torres, C., Radesky, J., Levitt, K. J., & McDaniel, B. T. (2021). Is it fair to simply tell parents to use their phones less? A qualitative analysis of parent phone use. Acta Paediatrica (Oslo, Norway: 1992), 110(9), 2594–2596. https://doi.org/10.1111/apa.15893.CrossRefGoogle Scholar
Troseth, G. L. (2010). Is it life or is it Memorex? Video as a representation of reality. Developmental Review, 30(2), 155–175. https://doi.org/10.1016/j.dr.2010.03.007.CrossRefGoogle Scholar
Troseth, G. L., Flores, I., & Stuckelman, Z. D. (2019). When representation becomes reality: Interactive digital media and symbolic development. Advances in Child Development and Behavior, 56, 65–108. https://doi.org/10.1016/bs.acdb.2018.12.001.CrossRefGoogle ScholarPubMed
Twenge, J. M., Krizan, Z., & Hisler, G. (2017). Decrease in self-reported duration among U.S. adolescents 2009–2015 and association with new media screen time. Sleep Medicine, 39, 47–53. https://doi.org/10.1016/j.sleep.2017.08.013.CrossRefGoogle ScholarPubMed
Valkenburg, P., Beyens, I., Pouwels, J. L., Van Driel, I. I., & Keijsers, L. (2021). Social media use and adolescents’ self-esteem: Heading for a person-specific media effects paradigm. Journal of Communication, 71(1), 56–78. https://doi.org/10.1093/joc/jqaa039.CrossRefGoogle Scholar
Valkenburg, P. M., Krcmar, M., Peeters, A. L., & Marseille, N. M. (1999). Developing a scale to assess three styles of television mediation: “Instructive mediation,” “restrictive mediation,” and “social coviewing.” Journal of Broadcasting & Electronic Media, 43(1), 52–66. https://doi.org/10.1080/08838159909364474.CrossRefGoogle Scholar
Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication, 63(2), 221–243. https://doi.org/10.1111/jcom.12024.CrossRefGoogle Scholar
Valkenburg, P. M., & Peter, J. (2017). Differential susceptibility to media effects model. In Rössler, P., Hoffner, C. A., & Zoonen, L. (eds.), The International Encyclopedia of Media Effects (1st ed.) (pp. 1–6). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118783764.wbieme0119.Google Scholar
van den Heuvel, M., Ma, J., Borkhoff, C. M. et al. (2019). Mobile media device use is associated with expressive language delay in 18-month-old children. Journal of Developmental and Behavioral Pediatrics, 40(2), 99–104. https://doi.org/10.1097/DBP.0000000000000630.CrossRefGoogle ScholarPubMed
Vanden Abeele, M. M., Abels, M., & Hendrickson, A. T. (2020). Are parents less responsive to young children when they are on their phones? A systematic naturalistic observation study. Cyberpsychology, Behavior, and Social Networking, 23(6),363–370. https://doi.org/10.1089/cyber.2019.0472.CrossRefGoogle ScholarPubMed
Vandewater, E. A., & Lee, S. J. (2009). Measuring children’s media use in the digital age: Issues and challenges. The American Behavioral Scientist, 52, 1152–1176. https://doi.org/10.1177/0002764209331539.CrossRefGoogle ScholarPubMed
Ventura, A. K., & Teitelbaum, S. (2017). Maternal distraction during breast-and bottle feeding among WIC and non-WIC mothers. Journal of Nutrition Education and Behavior, 49(7), S169–S176. https://doi.org/10.1016/j.jneb.2017.04.004.CrossRefGoogle ScholarPubMed
Ventura, A. K., Sheeper, S., & Levy, J. (2019). Exploring correlates of infant clarity of cues during early feeding interactions. Journal of the Academy of Nutrition and Dietetics, 119(9), 1452–1461. https://doi.org/10.1016/j.jand.2019.03.014.CrossRefGoogle ScholarPubMed
Verlinden, M., Tiemeier, H., Hudziak, J. J. et al. (2012). Television viewing and externalizing problems in preschool children: The generation R study. Archives of Pediatrics & Adolescent Medicine, 166(10), 919–925. https://doi.org/10.1001/archpediatrics.2012.653.CrossRefGoogle ScholarPubMed
Vijakkhana, N., Wilaisakditipakorn, T., Ruedeekhajorn, K., Pruksananonda, C., & Chonchaiya, W. (2015). Evening media exposure reduces night-time sleep. Acta Paediatrica (Oslo, Norway: 1992), 104(3), 306–312. https://doi.org/10.1111/apa.12904.Google Scholar
Vik, F. N., Grasaas, E., Polspoel, M. E. M. et al. (2021). Parental phone use during mealtimes with toddlers and the associations with feeding practices and shared family meals: A cross-sectional study. BMC Public Health, 21(1), 756. https://doi.org/10.1186/s12889-021-10757-1.CrossRefGoogle ScholarPubMed
Wang, M., Lwin, M. O., Cayabyab, Y. M. T. M, Hou, G. & You, Z. (2023). A meta-analysis of factors predicting parental mediation of children’s media use based on studies published between 1992–2019. Journal of Child and Family Studies, 32, 1249–1260. https://doi-org.proxy.library.georgetown.edu/10.1007/s10826-022-02459-y.CrossRefGoogle Scholar
Ward, L. M., Tran-Dubongco, M., Moss, L., & Cox, V. (2020). Media use and the development of racial and ethnic attitudes and stereotypes. In J. van den Bulck, J. (Ed.), The International Encyclopedia of Media Psychology. Hoboken, NJ: Wiley-Blackwell. https://doi.org/10.1002/9781119011071.iemp0080.Google Scholar
Warner Schaie, K. (2015). Cohort sequential designs (Convergence analysis). In R. L. Cautin & S. O. Lilienfeld (eds.) The Encyclopedia of Clinical Psychology. Hoboken, NJ: Wiley, https://doi.org/10.1002/9781118625392.wbecp098.CrossRefGoogle Scholar
Weintraub, S., Dikmen, S. S., Heaton, R. K. et al. (2013). Cognition assessment using the NIH Toolbox. Neurology, 80(11 Suppl 3), S54–S64. https://doi.org/10.1212/WNL.0b013e3182872ded.CrossRefGoogle ScholarPubMed
Wiederhold, B. K. (2020). Children’s screen time during the COVID-19 pandemic: Boundaries and etiquette. Cyberpsychology, Behavior and Social Networking, 23(6), 359–360. https://doi.org/10.1089/cyber.2020.29185.bkw.CrossRefGoogle ScholarPubMed
Willis, E. A., Hales, D., Smith, F. T. et al. (2022). Feasibility and acceptability of wearable sensor placement for measuring screen time of children. Translational Journal of the American College of Sports Medicine, 7(4), e000214. https://doi.org/10.1249/TJX.0000000000000214.CrossRefGoogle ScholarPubMed
Wolfers, L. N., & Schneider, F. M. (2020). Using media for coping: A scoping review. Communication Research, 52(8), 1152–1176. https://doi.org/10.1177/0093650220939778.Google Scholar
World Health Organization. (2018). Gaming disorder. Accessed online [June 5, 2019] at: www.who.int/features/qa/gaming-disorder/en/.Google Scholar
Wright, J. C., Huston, A. C., Murphy, K. C. et al. (2001). The relations of early television viewing to school readiness and vocabulary of children from low-income families: The early window project. Child Development, 72, 1347–1366. https://doi.org/10.1111/1467-8624.t01-1-00352.CrossRefGoogle ScholarPubMed
Xu, H., Wen, L. M., Hardy, L. L., & Rissel, C. (2016). Associations of outdoor play and screen time with nocturnal sleep duration and pattern among young children. Acta Paediatrica (Oslo, Norway: 1992), 105(3), 297–303. https://doi.org/10.1111/apa.13285.Google Scholar
Yuan, N., Weeks, H. M., Ball, R. et al. (2019). How much do parents actually use their smartphones? Pilot study comparing self-report to passive sensing. Pediatric Research, 86(4), 416–418. https://doi.org/10.1038/s41390-019-0452-2.CrossRefGoogle ScholarPubMed
Zack, E., & Barr, R. (2016). The role of interactional quality in learning from touch screens during infancy: Context matters. Frontiers in Psychology, 7, 1264. http://doi.org/10.3389/fpsyg.2016.01264.CrossRefGoogle ScholarPubMed
Zhang, Z., Adamo, K. B., Ogden, N. et al. (2022). Associations between screen time and cognitive development in preschoolers. Paediatrics & Child Health, 27(2), 105–110. https://doi.org/10.1093/pch/pxab067.CrossRefGoogle ScholarPubMed
Zhang, Z., Sousa-Sá, E., Pereira, J. et al. (2019). Correlates of nocturnal sleep duration, nocturnal sleep variability, and nocturnal sleep problems in toddlers: Results from the GET UP! Study. Sleep Medicine, 53, 124–132. https://doi.org/10.1016/j.sleep.2018.08.035.CrossRefGoogle ScholarPubMed
Zhang, Z., Sousa-Sá, E., Pereira, J. R. et al. (2021). Correlates of sleep duration in early childhood: A systematic review. Behavioral Sleep Medicine, 19(3), 407–425. https://doi.org/10.1080/15402002.2020.1772264.CrossRefGoogle ScholarPubMed
Zhao, F., Egelman, S., Weeks, H. M. et al. (2020). Data collection practices of mobile applications played by preschool-aged children. JAMA Pediatrics, 174(12), e203345. https://doi.org/10.1001/jamapediatrics.2020.3345.CrossRefGoogle ScholarPubMed
Zimmerman, F. J., & Christakis, D. A. (2007). Associations between content types of early media exposure and subsequent attentional problems. Pediatrics, 120(5), 986–992. https://doi.org/10.1542/peds.2006-3322.CrossRefGoogle ScholarPubMed
Zimmerman, F. J., Gilkerson, J., Richards, J. A. et al. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124, 342–349. https://doi.org/10.1542/peds.2008-2267.CrossRefGoogle ScholarPubMed

Save element to Kindle

To save this element to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Early Childhood and Digital Media
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Early Childhood and Digital Media
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Early Childhood and Digital Media
Available formats
×