This interesting study connects to something my wife and I discussed a couple of days ago. This new study reveals that passive video use among toddlers can negatively affect language development – which probably won’t surprise many. Still, their caregivers’ motivations for exposing them to digital media could also lessen the impact. An important caveat: the study shows correlations, not a causal relationship.
From the press release:
A new study from SMU psychologist Sarah Kucker and colleagues reveals that passive video use among toddlers can negatively affect language development, but their caregiver’s motivations for exposing them to digital media could also lessen the impact.
Results show that children between the ages of 17 and 30 months spend an average of nearly two hours per day watching videos — a 100 percent increase from prior estimates gathered before the COVID pandemic. The research reveals a negative association between high levels of digital media watching and children’s vocabulary development.
Children exposed to videos by caregivers for their calming or “babysitting” benefits tended to use phrases and sentences with fewer words. However, the negative impact on language skills was mitigated when videos were used for educational purposes or to foster social connections — such as through video chats with family members.
“In those first couple years of life, language is one of the core components of development that we know media can impact,” said Kucker, assistant professor of psychology in SMU’s Dedman College of Humanities & Sciences. “There’s less research focused on toddlers using digital media than older ages, which is why we’re trying to understand better how digital media affects this age group and what type of screen time is beneficial and what is not.”
Published in the journal Acta Paediatrica, the study involved 302 caregivers of children between 17 and 30 months. Caregivers answered questions about their child’s words, sentences, and how much time they spend on different media activities each day. Those activities included video/TV, video games, video chat, and e-books, with caregivers explaining why they use each activity with their child. Print book reading was also compared.
Researchers looked at the amount of media use and the reasons provided by caregivers for their children’s media use. These factors were then compared to the children’s vocabulary and length using two or more words together (the mean length of utterance).
Kucker suggests that caregivers need to consider what kind of videos their children are watching (whether for learning or fun) and how they interact with toddlers watching videos. She acknowledges that parents often use digital media to occupy children while they complete tasks. Kucker recommends caregivers consider how much digital media they allow young children and if they can interact with them while using it.
The study’s findings underscore the need for parents, caregivers, and educators to be aware of the potential effects of digital media on language development in children 30 months and under. By understanding the types of digital media children are exposed to and the reasons behind its usage, appropriate measures can be taken to ensure more healthy language development.
Future research by Kucker and her colleagues will continue to explore the types of videos young children watch, how they use screens with others, and if young children watching digital media for two hours is the new normal and, if so, how that impacts language development.
Abstract of the study:
Aim
Media use is widespread and rising, but how often and for what purpose young children use media varies, which has differential impacts on development. Yet little work has measured how and why children under 36 months use digital media or media’s consequences for language.Methods
The current study measures how and why 17- to 30-month-old children use digital media and associations with their language abilities. The amount of use, type of activity and caregiver reasons for children’s media use were then compared to the child’s vocabulary and mean length of utterance.Results
About 17- to 30-month-old children are primarily exposed to TV/videos over other media forms, which are often used to occupy children. Video time (but not other activities) negatively predicts children’s language. The negative impact of videos on vocabulary persists regardless of the reason for use, however, the effect of videos on expressive language may be tempered when videos are used for education or connecting.Conclusion
Children under 36 months are using digital media at high rates. What they are doing and why they use media is critical to predict the effect it might have on language development. Further research and anticipatory guidance on the consequences of videos are needed.