Top

Gepubliceerd in:

22-09-2024 | Original Paper

Mobile Technology and School Readiness: An Adverse Relationship with Executive Functioning in Low-Income Preschoolers

Auteurs: Trina M. Harmon, David H. Arnold

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2024

Abstract

Mobile devices are now widely used, including by young children in even the poorest communities, but too little research has examined their effects. Past research suggests that mobile media may affect school readiness, and that this relation could depend on the content used. We examined the relation between mobile media use and a composite school readiness measure of preliteracy, emergent math, and executive functioning, in low-SES preschoolers. Parents reported that children most frequently used mobile media to watch video content, and that few of the apps used by their children were educational. As predicted, time spent using mobile media predicted poorer school readiness skills, especially executive functioning. Parent reported use of educational apps was associated with stronger executive functioning, but otherwise we did not find predicted moderation effects of educational app use. Overall, study results support efforts to limit and improve the quality of screen time of preschoolers.

vorige artikel Parents’ Influences on Well-being in Emerging Adulthood: The Role of Basic Psychological Needs

volgende artikel Sibling-Mediated Early Start Denver Model Support for Young Autistic Children

Adelantado-Renau, M., Moliner-Urdiales, D., Cavero-Redondo, I., Beltran-Valls, M. R., Martínez-Vizcaíno, V., & Álvarez-Bueno, C. (2019). Association between screen media use and academic performance among children and adolescents: A systematic review and meta-analysis. JAMA Pediatrics, 173(11), 1058–1067. https://doi.org/10.1001/jamapediatrics.2019.3176.CrossRefPubMedPubMedCentral

American Academy of Pediatrics. (2014). Literacy promotion: An essential component of primary care pediatric practice. Pediatrics, 134(2), 404–409. https://doi.org/10.1542/peds.2014-1384.CrossRef

American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138, 1–6. https://doi.org/10.1542/peds.2016-2591.CrossRef

Antrilli, N. K., & Wang, S. (2018). Toddlers on touchscreens: Immediate effects of gaming and physical activity on cognitive flexibility of 2.5-year-olds in the US. Journal of Children and Media, 12(4), 496–513. https://doi.org/10.1080/17482798.2018.1486332.CrossRef

Arnold, D. H., Chary, M., Gair, S. L., Helm, A. F., Herman, R., Kang, S., & Lokhandwala, S. (2021). A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills. Journal of Children and Media, 1–19. https://doi.org/10.1080/17482798.2020.1863239.

Barr, R., Lauricella, A., Zack, E., & Calvert, S. L. (2010). Infant and early childhood exposure to adult-directed and child-directed television programming: Relations with cognitive skills at age four. Merrill-Palmer Quarterly, 56(1), 21–48. https://doi.org/10.1353/mpq.0.0038.CrossRef

Blackwell, C. K., Lauricella, A. R., Conway, A., & Wartella, E. A. (2014). Children and the Internet: Developmental implications of web site preferences among 8- to 12-year-old children. Journal of Broadcasting and Electronic Media, 58(1), 1–20. https://doi.org/10.1080/08838151.2013.875022.CrossRef

Bradley, R. H., & Corwyn, R. F. (2003). Age and ethnic variations in family process mediators of SES. In M. H. Bornstein, & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 161–188). Lawrence Erlbaum Associates Publishers.

Callaghan, M. N., & Reich, S. M. (2018). Are educational preschool apps designed to teach? An analysis of the app market. Learning, Media and Technology, 43(3), 280–293.CrossRef

Christakis, D. A., Zimmerman, F. J., DiGiuseppe, D. L. & McCarty, C. A. (2004). Early television exposure and subsequent attentional problems in children. Pediatrics, 113(4), 708–713. https://doi.org/10.1542/peds.113.4.708.CrossRefPubMed

Clarke, A. T., & Kurtz-Costes, B. (1997). Television viewing, educational quality of the home environment, and school readiness. The Journal of Educational Research, 90(5), 279–285. https://doi.org/10.1080/00220671.1997.10544584.CrossRef

Coon, C. (2019). YouTube—Website review. Common Sense Media. https://www.commonsensemedia.org/website-reviews/youtube.

Danet, M., Miller, A. L., Weeks, H. M., Kaciroti, N., & Radesky, J. (2022). Children aged 3–4 years were more likely to be given mobile devices for calming purposes if they had weaker overall executive functioning. Acta Paediatrica, 111(7), 1383–1389. https://doi.org/10.1111/apa.16314.CrossRefPubMed

Dore, R. A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., Toub, T. S., Hadley, E., Golinkoff, R. M., Dickinson, D., & Hirsh-Pasek, K. (2019). Education in the app store: Using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media, 13(4), 452–471. https://doi.org/10.1080/17482798.2019.1650788.CrossRef

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428.CrossRefPubMed

Duncan, G. J., & Magnuson, K. A. (2005). Can family socioeconomic resources account for racial and ethnic test score gaps? The Future of Children, 15(1), 35–54. https://doi.org/10.1353/foc.2005.0004.CrossRefPubMed

Fetler, M. (1984). Television viewing and school achievement. Journal of Communication, 34(2), 104–118. https://doi.org/10.1111/j.1460-2466.1984.tb02163.x.CrossRef

Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., & Arnold, D. H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673–681. https://doi.org/10.1037/a0027756.CrossRef

Galindo, C., & Sonnenschein, S. (2015). Decreasing the SES math achievement gap: Initial math proficiency and home learning environments. Contemporary Educational Psychology, 43, 25–38. https://doi.org/10.1016/j.cedpsych.2015.08.003.CrossRef

García, E., & Weiss, E. (2017). Education inequalities at the school starting gate: Gaps, trends, and strategies to address them. Economic Policy Institute. https://www.epi.org/publication/education-inequalities-at-the-school-starting-gate/.

Ginsburg, H. P., & Baroody, A. J. (2003). Test of early mathematics ability (3rd ed.). Pro-Ed.

Griffith, S. F., Hagan, M. B., Heymann, P., Heflin, B. H., & Bagner, D. M. (2019a). Apps as learning tools: A systematic review. Pediatrics. https://doi.org/10.1542/peds.2019-1579.

Griffith, S. F., Hanson, K. G., Rolon-Arroyo, B., & Arnold, D. H. (2019b). Promoting early achievement in low-income preschoolers in the United States with educational apps. Journal of Children and Media, 13(3), 328–344. https://doi.org/10.1080/17482798.2019.1613246.CrossRef

Hayward, D., Stewart, E., Phillips, L., Norris, S., & Lovell, M. (2013). Language, phonological awareness, and reading test directory.

Hirsh-Pasek, K., Zosh, J., Golinkoff, R., Gray, J., Robb, M., & Kaufman, J. (2015). Putting education in “Educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16, 3–34. https://doi.org/10.1177/1529100615569721.CrossRefPubMed

Hofferth, S. L. (2010). Home media and children’s achievement and behavior. Child Development, 81(5), 1598–1619. https://doi.org/10.1111/j.1467-8624.2010.01494.x.CrossRefPubMedPubMedCentral

Huber, B., Yeates, M., Meyer, D., Fleckhammer, L., & Kaufman, J. (2018). The effects of screen media content on young children’s executive functioning. Journal of Experimental Child Psychology, 170, 72–85. https://doi.org/10.1016/j.jecp.2018.01.006.CrossRefPubMed

Huston, A. C., Wright, J. C., Marquis, J., & Green, S. B. (1999). How young children spend their time: Television and other activities. Developmental Psychology, 35(4), 912–925. https://doi.org/10.1037/0012-1649.35.4.912.CrossRefPubMed

Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2020). Associations between screen-based media use and brain white matter integrity in preschool-aged children. JAMA Pediatrics, 174(1), e193869. https://doi.org/10.1001/jamapediatrics.2019.3869.CrossRefPubMed

Jackson, L., Eye, A., Witt, E., Zhao, Y., & Fitzgerald, H. (2011). A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race, and income in these relationships. Computers in Human Behavior, 27, 228–239. https://doi.org/10.1016/j.chb.2010.08.001.CrossRef

Jacobsen, W. C., & Forste, R. (2011). The wired generation: Academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior, and Social Networking, 14(5), 275–280. https://doi.org/10.1089/cyber.2010.0135.CrossRefPubMed

Joan Ganz Cooney Center at Sesame Workshop. (2017). Discovering kids’ apps. https://joanganzcooneycenter.org/wp-content/uploads/2017/06/jgcc_discoveringkidsapps.pdf.

Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151.CrossRefPubMed

Kim, J. S., & White, T. G. (2008). Scaffolding voluntary summer reading for children in grades 3 to 5: An experimental study. Scientific Studies of Reading, 12(1), 1–23. https://doi.org/10.1080/10888430701746849.CrossRef

Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures matter: A meta-analysis of the effects of educational apps on preschool to grade 3 children’s literacy and math skills. AERA Open, 7, 23328584211004183. https://doi.org/10.1177/23328584211004183.CrossRef

Lillard, A. S., Drell, M. B., Richey, E. M., Boguszewski, K., & Smith, E. D. (2015). Further examination of the immediate impact of television on children’s executive function. Developmental Psychology, 51(6), 792–805. https://doi.org/10.1037/a0039097.CrossRefPubMed

Lillard, A. S., & Peterson, J. (2011). The immediate impact of different types of television on young children’s executive function. Pediatrics, 128(4), 644–649. https://doi.org/10.1542/peds.2010-1919.CrossRefPubMedPubMedCentral

Loeb, S., & Bassok, D. (2007) Early childhood and the achievement gap. In H. F. Ladd & E. B. Fiske (Eds.), Handbook of Research in Education Finance and Policy (pp. 517–534). Routledge Press.

Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613. https://doi.org/10.1037/0012-1649.36.5.596.CrossRefPubMed

Lonigan, C., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. (Developing Early Literacy: Report of the National Early Literacy Panel, pp. 55–106).

Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2007). Test of preschool early literacy. Pro-Ed.

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959. https://doi.org/10.1037/0012-1649.43.4.947.CrossRefPubMed

McNeill, J., Howard, S. J., Vella, S. A. & Cliff, D. P. (2019). Longitudinal associations of electronic application use and media program viewing with cognitive and psychosocial development in preschoolers. Academic Pediatrics, 19(5), 520–528. https://doi.org/10.1016/j.acap.2019.02.010.CrossRefPubMed

Miller, E. B., Farkas, G., Vandell, D. L., & Duncan, G. J. (2014). Do the effects of head start vary by parental preacademic stimulation? Child Development, 85(4), 1385–1400. https://doi.org/10.1111/cdev.12233.CrossRefPubMedPubMedCentral

Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001.CrossRef

Munzer, T. G., Miller, A. L., Peterson, K. E., Brophy-Herb, H. E., Horodynski, M. A., Contreras, D., Sturza, J., Lumeng, J. C., & Radesky, J. (2018). Media exposure in low-income preschool-aged children is associated with multiple measures of self-regulatory behavior. Journal of Developmental and Behavioral Pediatrics, 39(4), 303–309. https://doi.org/10.1097/DBP.0000000000000560.CrossRefPubMedPubMedCentral

Nathanson, A. I., Aladé, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014). The relation between television exposure and executive function among preschoolers. Developmental Psychology, 50(5), 1497–1506. https://doi.org/10.1037/a0035714.CrossRefPubMed

National Research Council. 1999. How People Learn: Brain, Mind, Experience, and School. Washington, DC: The National Academies Press. The National Institute for Literacy. https://doi.org/10.17226/6160.

Neuman, S. B. (1991). Literacy in the television age: The myth of the TV effect. Ablex Publishing.

Nores, M., & Barnett, S. (2014). Access to high quality early care and education: Readiness and opportunity gaps in america (CEELO Policy Report). Center on Enhancing Early Learning Outcomes. http://ceelo.org/wpcontent/uploads/2014/05/ceelo_policy_report_access_quality_ece.pdf.

Peiró-Velert, C., Valencia-Peris, A., González, L. M., García-Massó, X., Serra-Añó, P., & Devís-Devís, J. (2014). Screen media usage, sleep time and academic performance in adolescents: Clustering a self-organizing maps analysis. PLoS ONE, 9(6), e99478. https://doi.org/10.1371/journal.pone.0099478.CrossRefPubMedPubMedCentral

Radesky, J. S., Weeks, H. M., Ball, R., Schaller, A., Yeo, S., Durnez, J., Tamayo-Rios, M., Epstein, M., Kirkorian, H., Coyne, S., & Barr, R. (2020). Young children’s use of smartphones and tablets. Pediatrics, 146(1), 10. https://doi.org/10.1542/peds.2019-3518.

Raver, C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-olds. Harris School of Public Policy Studies, University of Chicago, Working Papers.

Reed, M. A., Pien, D. L., & Rothbart, M. K. (1984). Inhibitory self-control in preschool children. Merrill-Palmer Quarterly, 30(2), 131–147. https://www.jstor.org/stable/23086229.

Ribner, A., Fitzpatrick, C., & Blair, C. (2017). Family socioeconomic status moderates associations between television viewing and school readiness skills. Journal of Developmental and Behavioral Pediatrics, 38(3), 233–239. https://doi.org/10.1097/DBP.0000000000000425.CrossRefPubMed

Rideout, V. (2013). Zero to eight: Children’s media use in America. A Common Sense Media Research Study. Common Sense Media. https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013.

Rideout, V. (2017). The Common Sense census: Media use by kids age zero to eight. Common Sense Media. https://www.commonsensemedia.org/sites/default/files/uploads/research/csm_zerotoeight_fullreport_release_2.pdf.

Rideout, V. & Robb, M. B. (2020). The common sense census: Media use by kids age zero to eight, 2020. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2020.

Schmidt, M. E., & Anderson, D. R. (2007). The impact of television on cognitive development and educational achievement. In N. Pecora, J. P. Murray, & E. A. Wartella (Eds.), Children and television: Fifty years of research (pp. 65–84). Lawrence Erlbaum Associates Publishers.

Shaul, S., & Schwartz, M. (2013). The role of the executive functions in school readiness among preschool-age children. Reading and Writing, 27. https://doi.org/10.1007/s11145-013-9470-3.

Stainthorp, R., & Hughes, D. (2004). What happens to precocious readers’ performance by the age of eleven? Journal of Research in Reading, 27(4), 357–372. https://doi.org/10.1111/j.1467-9817.2004.00239.x.CrossRef

Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Connor Gorber, S. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. The International Journal of Behavioral Nutrition and Physical Activity, 8, 98. https://doi.org/10.1186/1479-5868-8-98.CrossRefPubMedPubMedCentral

Wagner, R., Torgesen, J., Rashotte, C., Hecht, S., Barker, T., Burgess, S., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5 year longitudinal study. Developmental Psychology, 33, 468–479. https://doi.org/10.1037/0012-1649.33.3.468.CrossRefPubMed

Wright, J. C., Huston, A. C., Murphy, K. C., St. Peters, M., Piñon, M., Scantlin, R., & Kotler, J. (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(5), 1347–1366. https://doi.org/10.1111/1467-8624.t01-1-00352.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17 (2–3), 191–210. https://doi.org/10.1080/10474410701413145

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.CrossRefPubMed

Titel: Mobile Technology and School Readiness: An Adverse Relationship with Executive Functioning in Low-Income Preschoolers
Auteurs: Trina M. Harmon
David H. Arnold
Publicatiedatum: 22-09-2024
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 10/2024
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-024-02913-z

Andere artikelen Uitgave 10/2024

A Systematic Review of Brief, Child-Completed Adversity Screening Measures

Original Paper

Parental Health-promoting Behaviors for Young Children in Intercultural Couples

Original Paper

A Qualitative Approach to Understanding Provider Behaviors that Promote Enrollment, Engagement, and Retention in Home Visiting Services

Original Paper

Pilot Study of Smart Moves: An Executive Functioning Training Program with Kindergarteners at a Title I School

Original Paper

Video Games, Violence Justification and Child-to-Parent Violence

Open Access
Original Paper

The Protective Role of Supportive Relationships in Mitigating Bullying Victimization and Psychological Distress in Adolescents

Open Access
Original Paper

Bohn Stafleu van Loghum

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Registreer

Login

Mobile Technology and School Readiness: An Adverse Relationship with Executive Functioning in Low-Income Preschoolers

Abstract

Andere artikelen Uitgave 10/2024

A Systematic Review of Brief, Child-Completed Adversity Screening Measures

Parental Health-promoting Behaviors for Young Children in Intercultural Couples

A Qualitative Approach to Understanding Provider Behaviors that Promote Enrollment, Engagement, and Retention in Home Visiting Services

Pilot Study of Smart Moves: An Executive Functioning Training Program with Kindergarteners at a Title I School

Video Games, Violence Justification and Child-to-Parent Violence

The Protective Role of Supportive Relationships in Mitigating Bullying Victimization and Psychological Distress in Adolescents

Bohn Stafleu van Loghum

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

A Systematic Review of Brief, Child-Completed Adversity Screening Measures

Parental Health-promoting Behaviors for Young Children in Intercultural Couples

A Qualitative Approach to Understanding Provider Behaviors that Promote Enrollment, Engagement, and Retention in Home Visiting Services

Pilot Study of Smart Moves: An Executive Functioning Training Program with Kindergarteners at a Title I School

Video Games, Violence Justification and Child-to-Parent Violence

The Protective Role of Supportive Relationships in Mitigating Bullying Victimization and Psychological Distress in Adolescents