{"id":19779,"date":"2023-05-03T21:39:50","date_gmt":"2023-05-03T20:39:50","guid":{"rendered":"https:\/\/childandfamilyblog.com\/?p=19779"},"modified":"2024-11-10T16:00:19","modified_gmt":"2024-11-10T16:00:19","slug":"links-between-toddlers-screen-time-and-language-development","status":"publish","type":"post","link":"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/","title":{"rendered":"Toddlers\u2019 screen time: Links between screen time and child development"},"content":{"rendered":"<p>This post is part of our <a href=\"https:\/\/childandfamilyblog.com\/tag\/technology-and-social-media\/\" target=\"_blank\" rel=\"noopener\">series on Digital Media and Children Under 3<\/a>, published with collaboration from the journal, <em><a href=\"https:\/\/www.sciencedirect.com\/journal\/infant-behavior-and-development\" target=\"_blank\" rel=\"noopener\">Infant Behavior and Development<\/a><\/em>. The featured research appeared in a\u00a0<a href=\"https:\/\/www.sciencedirect.com\/journal\/infant-behavior-and-development\/special-issue\/10BDX5D5CK5\" target=\"_blank\" rel=\"noopener\">special issue<\/a>\u00a0that focused on how young children engage with technology and ways that parents can facilitate media engagement to promote positive development.<\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_79_2 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title ez-toc-toggle\" style=\"cursor:pointer\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #121c4e;color:#121c4e\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #121c4e;color:#121c4e\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/#Key_takeaways_on_Childrens_Screen_Time_for_caregivers\" >Key takeaways on Children&#8217;s Screen Time for caregivers<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/#Why_screen_time_might_affect_a_childs_language_development\" >Why screen time might affect a child&#8217;s language development<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/#Studying_screen_time_and_language_in_children\" >Studying screen time and language in children<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/#How_much_screen_time_do_children_from_homes_with_low_incomes_experience\" >How much screen time do children from homes with low incomes experience?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/#More_screen_time_was_related_to_lower_levels_of_expressive_language\" >More screen time was related to lower levels of expressive language<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/childandfamilyblog.com\/links-between-toddlers-screen-time-and-language-development\/#How_can_caregivers_support_childrens_early_language_development_during_screen_time\" >How can caregivers support children\u2019s early language development during screen time?<\/a><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Key_takeaways_on_Childrens_Screen_Time_for_caregivers\"><\/span><strong>Key takeaways on Children&#8217;s Screen Time for caregivers<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li>Research shows that most toddlers spend a significant amount of time watching screens \u2013 an average of about 4 hours a day.<\/li>\n<li>Toddlers who spend more time watching screens, such as television, videos, and digital games, may have fewer <em>expressive language skills<\/em>, or the ability to express themselves verbally.<\/li>\n<li>Caregivers can support language development by having <a href=\"https:\/\/childandfamilyblog.com\/benefits-of-conversations-with-toddlers\">conversations with their child<\/a> during or after screen time and by engaging in high-quality language interactions without screens at other times of the day (e.g., while on transportation, at meals).<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Why_screen_time_might_affect_a_childs_language_development\"><\/span><strong>Why screen time might affect a child&#8217;s language development<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Young children rapidly learn words by interacting with their <a href=\"https:\/\/doi.org\/10.1016\/S0010-0285(02)00500-5\" target=\"_blank\" rel=\"noopener\">environment<\/a>, such as through <a href=\"https:\/\/srcd.onlinelibrary.wiley.com\/doi\/10.1111\/cdev.13128\" target=\"_blank\" rel=\"noopener\">conversations with their caregivers<\/a>. However, how much <a href=\"https:\/\/www.theguardian.com\/science\/2023\/may\/15\/talking-to-babies-may-help-shape-brain-structure-research-finds\" target=\"_blank\" rel=\"noopener\">language children are exposed to<\/a> in the home environment <a href=\"https:\/\/doi.org\/10.1016\/j.cogpsych.2010.08.002\" target=\"_blank\" rel=\"noopener\">varies widely across families<\/a>, contributing to school readiness gaps between children from low- and middle-income backgrounds. Children\u2019s <a href=\"https:\/\/childandfamilyblog.com\/screen-time\/\" target=\"_blank\" rel=\"noopener\">screen time<\/a>, including watching television and videos, and playing digital games, is one early experience that may be related to their language development.<\/p>\n<div id=\"attachment_19783\" style=\"width: 1010px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-19783\" class=\"wp-image-19783 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k.jpg 1000w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k-300x225.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k-768x576.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k-356x267.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k-700x525.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/40480162054_84663a77a6_k-50x38.jpg 50w\" sizes=\"(max-width: 1000px) 100vw, 1000px\" \/><p id=\"caption-attachment-19783\" class=\"wp-caption-text\"><em>There is research to suggest that brain development through screens may be slower when compared to interaction with caregivers. Photo: <a href=\"https:\/\/www.flickr.com\/photos\/thomcochrane\/40480162054\/\" target=\"_blank\" rel=\"noopener\">Thom Cochrane<\/a>. Creative Commons.<\/em><\/p><\/div>\n<h3>High levels of screen time may replace interaction with caregivers<\/h3>\n<p>Many researchers have theorized about the impact of <a href=\"https:\/\/childandfamilyblog.com\/is-screen-time-detrimental-to-a-young-childs-development-maybe-not\">screen time on young children\u2019s language development<\/a>. First, high levels of screen time may replace <a href=\"https:\/\/doi.org\/10.1542\/peds.2008-2267\" target=\"_blank\" rel=\"noopener\">interaction with a caregiver who can respond to and elicit responses<\/a> from children. This tailored back-and-forth interaction, or <a href=\"https:\/\/doi.org\/10.1111\/j.1467-8624.2006.00903.x\" target=\"_blank\" rel=\"noopener\"><em>contingent responding<\/em>, influences learning<\/a> and allows children to practice their language skills.<\/p>\n<h3>Young children have trouble learning from media<\/h3>\n<p>Second, although some media products for toddlers are marketed as <em>educational<\/em>, evidence suggests that <a href=\"https:\/\/doi.org\/10.1177\/0956797610384145\" target=\"_blank\" rel=\"noopener\">children this age have trouble learning from media<\/a>, perhaps because videos are often simpler than real-life experiences and replace rich real-world stimuli. This may be especially important for toddlers from homes with low incomes, who are likely to experience <a href=\"https:\/\/www.commonsensemedia.org\/research\/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2017\" target=\"_blank\" rel=\"noopener\">high levels of media exposure<\/a> and are most at risk for <a href=\"https:\/\/doi.org\/10.1177\/2332858416657343\" target=\"_blank\" rel=\"noopener\">delays in language development<\/a>.<\/p>\n<blockquote><p><strong>More screen time was associated with lower levels of language skills for toddlers.<\/strong><\/p><\/blockquote>\n<h2><span class=\"ez-toc-section\" id=\"Studying_screen_time_and_language_in_children\"><\/span><strong>Studying screen time and language in children<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>To examine the relationship between screen time and a child&#8217;s language development, <a href=\"https:\/\/doi.org\/10.1016\/j.infbeh.2021.101542\" target=\"_blank\" rel=\"noopener\">we conducted a study<\/a> that asked two questions:<\/p>\n<ol>\n<li>How much screen time do toddlers from homes with low incomes experience?<\/li>\n<li>Is the amount of screen time related to toddlers\u2019 language development?<\/li>\n<\/ol>\n<p>Our study used data from the <a href=\"http:\/\/refhub.elsevier.com\/S0163-6383(21)00017-5\/sbref0240\" target=\"_blank\" rel=\"noopener\">Kids in Columbus Study<\/a>, a longitudinal study on midwestern U.S. two- and three-year-olds living in poverty (i.e., 185% of U.S. Poverty Income Guidelines). We collected data on 157 toddlers; 54% were Black, 47% were White, and 8% were Latino (respondents could select all races and ethnicities that applied).<\/p>\n<p>Caregivers completed surveys on toddlers\u2019 screen time during an average weekday (e.g., in front of a television watching programs, videos, and DVDs; <a href=\"https:\/\/childandfamilyblog.com\/social-effects-of-video-games-children-social\/\">playing video games<\/a>; using computers, cell phones, handheld video games, tablets, smartphones, and other electronic devices). About six months later, we observed toddlers\u2019 language abilities by taking a standardized measurement of what words toddlers understood and what words they could speak.<strong>\u00a0<\/strong><\/p>\n<div id=\"attachment_19785\" style=\"width: 1010px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-19785\" class=\"wp-image-19785 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630.jpg\" alt=\"\" width=\"1000\" height=\"666\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630.jpg 1000w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630-300x200.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630-768x511.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630-356x237.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630-700x466.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/04\/pexels-karolina-grabowska-7269630-50x33.jpg 50w\" sizes=\"(max-width: 1000px) 100vw, 1000px\" \/><p id=\"caption-attachment-19785\" class=\"wp-caption-text\"><em>Screen time can influence a child&#8217;s language development. Photo: <a href=\"https:\/\/www.pexels.com\/photo\/little-child-playing-game-on-mobile-phone-7269630\/\" target=\"_blank\" rel=\"noopener\">Karolina Grabowska<\/a>. Pexels.<\/em><\/p><\/div>\n<h2><span class=\"ez-toc-section\" id=\"How_much_screen_time_do_children_from_homes_with_low_incomes_experience\"><\/span><strong>How much screen time do children from homes with low incomes experience?<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The toddlers\u2019 amount of screen time varied. While some families reported little to no screen time, a substantial portion reported more than 8 hours per day. The average amount of daily screen time was nearly 4 hours. This finding is similar to <a href=\"https:\/\/www.commonsensemedia.org\/research\/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2017\" target=\"_blank\" rel=\"noopener\">nationally representative data<\/a> showing that daily screen time for children under eight years old living in homes with low incomes was 3.5 hours.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"More_screen_time_was_related_to_lower_levels_of_expressive_language\"><\/span><strong>More screen time was related to lower levels of expressive language<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Next, we sought to determine whether the amount of toddlers\u2019 screen time related to their language development. We measured language development by looking at toddlers\u2019 scores on two tests: the <a href=\"https:\/\/www.sciencedirect.com\/topics\/medicine-and-dentistry\/bayley-scales-of-infant-development\" target=\"_blank\" rel=\"noopener\">Bayley Scales of Infant and Toddler Development<\/a> and the <a href=\"https:\/\/psycnet.apa.org\/doiLanding?doi=10.1037%2Ft15144-000\" target=\"_blank\" rel=\"noopener\">Peabody Picture Vocabulary Test<\/a>. More screen time was associated with lower levels of language skills for toddlers.<\/p>\n<blockquote><p><strong>It is challenging, and probably not necessary or advisable, to avoid <em>all<\/em> screen time.<\/strong><\/p><\/blockquote>\n<p>Interestingly, screen time was related only to toddlers\u2019 <em>expressive language <\/em>(i.e., their ability to express themselves verbally) and not to their <em>receptive language<\/em> (i.e., how well they understand when others speak to them) or vocabulary (i.e., the words they understand). Screen time could influence children\u2019s ability to use language themselves because it <a href=\"https:\/\/childandfamilyblog.com\/infant-language-learning-needs-parents-not-tablets\/\" target=\"_blank\" rel=\"noopener\">may replace opportunities to practice talking<\/a>, such as conversations with a caregiver or other adults.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"How_can_caregivers_support_childrens_early_language_development_during_screen_time\"><\/span><strong>How can caregivers support children\u2019s early language development during screen time? <\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Today, it is challenging, and probably not necessary or advisable, to avoid <em>all<\/em> screen time. Yet caregivers can take several steps to support children\u2019s language development in the context of our digital world.<\/p>\n<p>First, <a href=\"http:\/\/dx.doi.org\/10.1016\/j.cogdev.2014.01.002\" target=\"_blank\" rel=\"noopener\">caregivers can co-participate in the screen time<\/a> with the child. They can talk with their child about what they are watching or doing on screens. Second, they can engage in high-quality language interactions without screens at other times of the day (e.g., while on transportation, at meals). And third, because not all screen content is created equal, caregivers can monitor what children are using and help them seek out <a href=\"https:\/\/doi.org\/10.1016\/j.appdev.2013.01.001\" target=\"_blank\" rel=\"noopener\">high-quality programming<\/a>, including educational shows and <a href=\"https:\/\/childandfamilyblog.com\/baby-parenting-apps\">applications<\/a>. Caregivers can look to sources informed by research, such as <a href=\"https:\/\/www.commonsensemedia.org\" target=\"_blank\" rel=\"noopener\">Common Sense Media<\/a>, to find age-based recommendations.<\/p>\n<div id=\"attachment_20246\" style=\"width: 2058px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-20246\" class=\"wp-image-20246 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k.jpg\" alt=\"\" width=\"2048\" height=\"1530\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k.jpg 2048w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-300x224.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-1024x765.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-768x574.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-1536x1148.jpg 1536w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-356x266.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-700x523.jpg 700w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2023\/05\/6574651159_d7e19faec9_k-50x37.jpg 50w\" sizes=\"(max-width: 2048px) 100vw, 2048px\" \/><p id=\"caption-attachment-20246\" class=\"wp-caption-text\"><em>Co-participating in screen time could enhance a child&#8217;s development. Photo: <a href=\"https:\/\/www.flickr.com\/photos\/42925588@N00\/6574651159\/\" target=\"_blank\" rel=\"noopener\">Wayan Vota<\/a>. Creative Commons.<\/em><\/p><\/div>\n<p>Our finding that more screen time was related to lower levels of expressive language skills is especially important because <a href=\"https:\/\/childandfamilyblog.com\/language-development-in-children-poverty\/\" target=\"_blank\" rel=\"noopener\">children from homes with low incomes are already at risk<\/a> for language delay and lower levels of school readiness than their peers from middle- and upper-income homes. More screen time could further widen this gap. Researchers may benefit from comparing relations between screen use and <a href=\"https:\/\/childandfamilyblog.com\/piaget-stages-cognitive-development\/\">language development in children<\/a> from other income levels (e.g., middle and high income).<\/p>\n<p>In addition, researchers need to examine whether using educational media or using media with an adult is less likely to be related to lower levels of language skills than is using screen time for entertainment or alone. Studies could also explore <a href=\"https:\/\/childandfamilyblog.com\/vocabulary-gap\/\" target=\"_blank\" rel=\"noopener\">potential interventions<\/a> to support caregivers in <a href=\"https:\/\/childandfamilyblog.com\/language-development-early-childhood\/\" target=\"_blank\" rel=\"noopener\">providing stimulating language environments<\/a> for children and keeping screens as a fun, but not predominant, part of their lives.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>More screen time was related to lower levels of expressive language skills, but not receptive language or vocabulary, among toddlers from homes with low incomes.<\/p>\n","protected":false},"author":252,"featured_media":19790,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[435],"tags":[2,267,39,5820,5823],"acf":[],"_links":{"self":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/19779"}],"collection":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/users\/252"}],"replies":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/comments?post=19779"}],"version-history":[{"count":7,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/19779\/revisions"}],"predecessor-version":[{"id":21605,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/19779\/revisions\/21605"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media\/19790"}],"wp:attachment":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media?parent=19779"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/categories?post=19779"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/tags?post=19779"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}