Citation

Pagani LS, Fitzpatrick C, Barnett TA. Pediatr. Res. 2013; 74(3): 350-355.

Affiliation

1] Groupe de Recherche sur l'Engagement Scolaire, Université de Montréal, Québec, Canada [2] Centre de Recherche de l'Hôpital Sainte-Justine, Université de Montréal, Québec, Canada.

Copyright

(Copyright © 2013, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1038/pr.2013.105

PMID

23788060

Abstract

Background.Using a large population-based sample, this study aims to verify whether televiewing at 29 months, a common early childhood pastime, is prospectively associated with school readiness at 65 months.Methods.Participants are a prospective-longitudinal cohort of 991 girls and 1006 boys from the Quebec Longitudinal Study of Child Development with parent-reported data on weekly hours of televiewing at 29 months of age. We conducted a series of ordinary least-squares regressions in which children's scores on direct child assessments of vocabulary, mathematical knowledge, and motor skills, and kindergarten teacher-reports of socioemotional functioning were linearly regressed on early TV viewing.Results.Every standard deviation increase (1.2 hours) in daily televiewing at 29 months predicted decreases in receptive vocabulary, number knowledge scores, classroom engagement, and gross motor locomotion scores, and increases in the of frequency of victimization by classmates.Conclusions.Increases in total time watching television at 29 months was associated with subsequent decreases in vocabulary and math skills, classroom engagement (which is largely determined by attention skills), victimization by classmates, and physical prowess at kindergarten. These prospective associations, independent of key potential confounders, suggest the need for better parental awareness and compliance with existing viewing recommendations put forth by the American Academy of Pediatrics.Pediatric Research (2013); doi:10.1038/pr.2013.105.

Language: en