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PLoS One. 2019 Apr 17;14(4):e0213995. doi: 10.1371/journal.pone.0213995. eCollection 2019.

Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study.

Author information

1
Department of Pediatrics, University of Alberta, Edmonton, Alberta, Canada.
2
Department of Medicine, McMaster University, Hamilton, Ontario, Canada.
3
Department of Pediatrics & Child Health, Children's Hospital Research Institute of Manitoba, University of Manitoba, Winnipeg, Manitoba, Canada.
4
Department of Pediatrics, Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada.
5
Department of Pediatrics, Child & Family Research Institute, BC Children's Hospital, University of British Columbia, Vancouver, British Columbia, Canada.
6
Department of Anesthesiology and Pain Medicine, University of Alberta, Edmonton, Alberta, Canada.
7
Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada.
8
Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.

Abstract

BACKGROUND:

Pre-school children spend an average of two-hours daily using screens. We examined associations between screen-time on pre-school behavior using data from the Canadian Healthy Infant Longitudinal Development (CHILD) study.

METHODS:

CHILD participant parents completed the Child Behavior Checklist (CBCL) at five-years of age. Parents reported their child's total screen-time including gaming and mobile devices. Screen-time was categorized using the recommended threshold of two-hours/day for five-years or one-hour/day for three-years. Multiple linear regression examined associations between screen-time and externalizing behavior (e.g. inattention and aggression). Multiple logistic regression identified characteristics of children at risk for clinically significant externalizing problems (CBCL T-score≥65).

RESULTS:

Screen-time was available for over 95% of children (2,322/2,427) with CBCL data. Mean screen-time was 1·4 hours/day (95%CI 1·4, 1·5) at five-years and 1·5 hours/day (95%CI: 1·5, 1·6) at three-years. Compared to children with less than 30-minutes/day screen-time, those watching more than two-hours/day (13·7%) had a 2·2-point increase in externalizing T-score (95%CI: 0·9, 3·5, p≤0·001); a five-fold increased odd for reporting clinically significant externalizing problems (95%CI: 1·0, 25·0, p = 0·05); and were 5·9 times more likely to report clinically significant inattention problems (95%CI: 1·6, 21·5, p = 0·01). Children with a DSM-5 ADHD T-score above the 65 clinical cut-off were considered to have significant ADHD type symptoms (n = 24). Children with more than 2-hours of screen-time/day had a 7·7-fold increased risk of meeting criteria for ADHD (95%CI: 1·6, 38·1, p = 0·01). There was no significant association between screen-time and aggressive behaviors (p>0.05).

CONCLUSION:

Increased screen-time in pre-school is associated with worse inattention problems.

Conflict of interest statement

The authors have declared that no competing interests exist.

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