{"title":"学龄前儿童移动设备屏幕时间和电视与入学准备的关系:一项横断面研究。","authors":"Uğur Tekin, Ömer Alpgan","doi":"10.1080/87565641.2023.2183957","DOIUrl":null,"url":null,"abstract":"<p><p>We aimed to investigate the relationship between screen time and school readiness. A total of 80 ppreschool children were included. Parents were interviewed about their children's daily screen time. The Metropolitan Readiness Test was utilized. Results showed that the school readiness of those with a total screen time of 3 hours or less was significantly higher. TV time was inversely associated with reading readiness (B=- 2.30,<i>p</i> < .001), whereas mobile device time was inversely associated with both reading (B = -0.96,<i>p</i> = .04) and numbers readiness (B = -0.98,<i>p</i> = .02). This study point to the importance of supervising children's screen use, and of awareness of parents and professionals.</p>","PeriodicalId":50586,"journal":{"name":"Developmental Neuropsychology","volume":"48 2","pages":"47-55"},"PeriodicalIF":1.6000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Association Between Screen Time of Mobile Devices and TV and School Readiness in Preschool Children: A Cross-Sectional Study.\",\"authors\":\"Uğur Tekin, Ömer Alpgan\",\"doi\":\"10.1080/87565641.2023.2183957\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>We aimed to investigate the relationship between screen time and school readiness. A total of 80 ppreschool children were included. Parents were interviewed about their children's daily screen time. The Metropolitan Readiness Test was utilized. Results showed that the school readiness of those with a total screen time of 3 hours or less was significantly higher. TV time was inversely associated with reading readiness (B=- 2.30,<i>p</i> < .001), whereas mobile device time was inversely associated with both reading (B = -0.96,<i>p</i> = .04) and numbers readiness (B = -0.98,<i>p</i> = .02). This study point to the importance of supervising children's screen use, and of awareness of parents and professionals.</p>\",\"PeriodicalId\":50586,\"journal\":{\"name\":\"Developmental Neuropsychology\",\"volume\":\"48 2\",\"pages\":\"47-55\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Developmental Neuropsychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/87565641.2023.2183957\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Neuropsychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/87565641.2023.2183957","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY","Score":null,"Total":0}
引用次数: 0
摘要
我们的目的是调查屏幕时间和入学准备之间的关系。共纳入80名学龄前儿童。父母们接受了关于孩子每天屏幕时间的采访。使用了大都会准备度测试。结果表明，总屏幕时间为3小时或更少的学生的入学准备程度明显更高。看电视时间与阅读准备程度(B=- 2.30,p p = .04)和数字准备程度(B=- 0.98,p = .02)呈负相关。这项研究指出了监督儿童使用屏幕的重要性，以及家长和专业人员意识的重要性。
Association Between Screen Time of Mobile Devices and TV and School Readiness in Preschool Children: A Cross-Sectional Study.
We aimed to investigate the relationship between screen time and school readiness. A total of 80 ppreschool children were included. Parents were interviewed about their children's daily screen time. The Metropolitan Readiness Test was utilized. Results showed that the school readiness of those with a total screen time of 3 hours or less was significantly higher. TV time was inversely associated with reading readiness (B=- 2.30,p < .001), whereas mobile device time was inversely associated with both reading (B = -0.96,p = .04) and numbers readiness (B = -0.98,p = .02). This study point to the importance of supervising children's screen use, and of awareness of parents and professionals.
期刊介绍：
Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life.
Empirical studies, research reviews, case reports, critical commentaries, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of lifespan developmental neuropsychology.
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