Extra TV Time Hurts School Success Chances for Kindergarteners
Toddlers who watch an extra hour of television daily–”extra” meaning an hour more than the two-hour maximum for children two or older recommended by the American Academy of Pediatrics–may suffer consequences when they enter kindergarten. The effects of the extra TV time, according to a new study by researchers by the University of Montreal, include diminished vocabulary and math skills, attention and concentration issues, physical prowess, and likelihood of victimization or bullying by classmates. ScienceDaily.com has more:
“This is the first time ever that a stringently controlled associational birth cohort study has looked at and found a relationship between too much toddler screen time and kindergarten risks for poor motor skills and psychosocial difficulties, like victimization by classmates,” [Professor Linda] Pagani said. “These findings suggest the need for better parental awareness and compliance with existing viewing recommendations put forth by the American Academy of Pediatrics. The AAP discourages watching television during infancy and recommends not more than two hours per day beyond age 2. It seems that every extra hour beyond that has a remarkably negative influence.”
Pagani conducted the study to discover the effect of television viewing prior to kindergarten. He said, “Much of the research on school readiness has focused on how kindergarten characteristics predict later success. Kindergarten entry characteristics predict long-term psycho-social adjustment and economic characteristics like income and academic attainment. Being innovative, my focus has been to examine what predicts kindergarten entry characteristics. Adding further originality, I also wanted to focus on neglected yet crucial aspects of school readiness such as motor skills, which predict later physical activity and reading skills, likelihood of being “picked-on,” which predict social difficulties, and skills at linked to doing what you are supposed to be doing when having been given instructions, which are in turn linked to attention systems that are regulated by the brain’s frontal lobe development.”
991 girls and 1006 boys in Quebec whose parents reported their television viewing behaviour as part of the Quebec Longitudinal Study of Child Development.
Pagani noted that the standard deviation is a commonly used statistic tool that tells us what is within a normal range compared to the average. One standard deviation from the average daily amount of television viewed by the toddlers in this sample (105 minutes) is 72 minutes. Some of the children who participated in the study were two or even three standard deviations away from the average, and their kindergarten indicators were correspondingly worse than those who were one standard deviation away.
This study only looks at the most common form of screen time, which is in the home. However, it may be an underestimate because many child care settings use television as an activity during care giving.
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