988368
سه شنبه 24 تیر 1404
دوره 23، شماره 3 - ( 6-1404 )
جلد 23 شماره 3 صفحات 0-0 |
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Ethics code: NISH187536
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R V, Wilson A, Nizar T. The Influence of Screen Time on the Acquisition of Language Skills: A Preliminary Study. Iranian Rehabilitation Journal 2025; 23 (3)
URL: http://irj.uswr.ac.ir/article-1-1806-fa.html
URL: http://irj.uswr.ac.ir/article-1-1806-fa.html
The Influence of Screen Time on the Acquisition of Language Skills: A Preliminary Study. مجله انگلیسی زبان توانبخشی. 1404; 23 (3)
چکیده: (1528 مشاهده)
Objectives: This study aimed to understand the screen time activities of toddlers and their parents, the relationship between toddlers' screen time and socioeconomic status (SES), the relationship between toddlers' screen time and language skills, and the screen time restrictions set by their families.
Methods: The participants comprised 33 typically developing toddlers aged 12-24 months and their parents. Informed consent was obtained from the parents of all participants who passed the screening. Children's and their parents' screen time activities and other leisure activities, the family's SES, and receptive and expressive language scores were assessed.
Results: A total of 96.9% of children had a mean screen time of 750 minutes per week, equivalent to 1.8 hours per day, which is significantly higher than the recommended guidelines. Children were mostly exposed to smartphones and televisions. Nine children did not meet age-appropriate language scores, and all other children had age-appropriate language scores despite having excess screen time. No significant correlation was found between language scores and screen time in children and parents. A positive correlation was found between parents' screen time and SES, but not between children's screen time and SES.
Conclusion: This study highlights the significance of co-viewing and interactive screen time in supporting the development of language skills. It also highlights the need to revise guidelines on screen time restrictions in young children. Guidelines should include recommendations in choosing high-quality, age-appropriate strategies to encourage co-viewing to enhance parent-child interaction. The paper also emphasizes the significance of restricting parents' screen time as it may interfere with qualitative interactions with the child leading to language delay.
Methods: The participants comprised 33 typically developing toddlers aged 12-24 months and their parents. Informed consent was obtained from the parents of all participants who passed the screening. Children's and their parents' screen time activities and other leisure activities, the family's SES, and receptive and expressive language scores were assessed.
Results: A total of 96.9% of children had a mean screen time of 750 minutes per week, equivalent to 1.8 hours per day, which is significantly higher than the recommended guidelines. Children were mostly exposed to smartphones and televisions. Nine children did not meet age-appropriate language scores, and all other children had age-appropriate language scores despite having excess screen time. No significant correlation was found between language scores and screen time in children and parents. A positive correlation was found between parents' screen time and SES, but not between children's screen time and SES.
Conclusion: This study highlights the significance of co-viewing and interactive screen time in supporting the development of language skills. It also highlights the need to revise guidelines on screen time restrictions in young children. Guidelines should include recommendations in choosing high-quality, age-appropriate strategies to encourage co-viewing to enhance parent-child interaction. The paper also emphasizes the significance of restricting parents' screen time as it may interfere with qualitative interactions with the child leading to language delay.
نوع مقاله: پژوهشي |
موضوع مقاله:
گفتار درمانی
دریافت: 1401/8/10 | پذیرش: 1402/12/22 | انتشار: 1404/7/9
دریافت: 1401/8/10 | پذیرش: 1402/12/22 | انتشار: 1404/7/9
