www.nature.com/pr POPULATION STUDY ARTICLE OPEN Associations of media use and early childhood development: cross-sectional findings from the LIFE Child study Clarissa Schwarzer1, Nico Grafe1, Andreas Hiemisch1,2, Wieland Kiess1,2 and Tanja Poulain1,2 BACKGROUND: Excessive media usage affects children’s health. This study investigated associations between children’s and mother’s media use, parent–child interactions, and early-childhood development outcomes. METHODS: Two hundred and ninety-six healthy 2–5-year-old preschoolers (52.4% male, mean age = 3.5 years) and 224 mothers from the LIFE Child cohort study were analyzed. Screen times and parent–child interactions were assessed using standardized parental questionnaires. Developmental skills were investigated using the standardized development test ET 6-6-R. RESULTS: High screen times in children (>1 h/day) were significantly associated with lower percentile ranks in cognition (b = −10.96, p < 0.01), language (b = −12.88, p < 0.01), and social–emotional skills (b = −7.80, p = 0.05). High screen times in mothers (>5 h/day) were significantly associated with high media use by children (OR = 3.86, p < 0.01). Higher parent–child interaction scores were significantly associated with better body motor (b = 0.41, p = 0.05), cognition (b = 0.57, p < 0.01), language (b = 0.48, p = 0.02), and social–emotional outcomes (b = 0.80, p < 0.01) in children. CONCLUSIONS: Public health strategies should seek to educate caregivers as competent mediators for their children’s media habits, with focus on the need for children to have frequent parent–child interactions. Pediatric Research _#####################_ ; https://doi.org/10.1038/s41390-021-01433-6 1234567890();,: IMPACT: ● High media usage in children is related to poorer cognition, language, and social–emotional skills. ● More frequent parent–child interactions are associated with better body motor, cognition, language, and social–emotional skills in children. ● High level of media use in mothers is not directly related to children’s development outcomes but is directly related to high media usage of children. ● Public health strategies should seek to raise media awareness and management in both parents and children. INTRODUCTION Importantly, longitudinal investigations have found high media Early childhood is a period in which children reach crucial exposure to be detrimental to early childhood development.2,3,13 developmental milestones.1 Environmental factors may promote In particular, young children’s cognition and language outcomes or hinder this sensitive process. Among these influencing factors, have been shown to be affected by high media consumption3,13 media exposure has been discussed with regard to its effect on with toddlers and children from low socio-economic status (SES) early childhood development.2,3 World Health Organization (WHO) families being especially vulnerable.3,13,14 Among the possible guidelines suggest limiting young children’s screen time to a explanations put forward is that screens displace opportunities for maximum of 1 h per day.4 However, digital media have become children to communicate, interact, play, and therefore to learn.2,3 ubiquitous in young children’s lives5 and, on average, preschoo- In contrast, other cross-sectional and longitudinal studies have lers spend >2 h per day using digital media.6 found varied associations between preschooler’s and elementary- Several previous studies have focused on the effects of schooler’s media usage and development outcomes.14–16 Speci- excessive media exposure on children’s health.7–10 Longitudinal fically, a stimulating environment,14 high-quality media content,15 studies have indicated that greater levels of screen time are not and parental co-viewing16 have been identified as being beneficial only associated with poorer physical health and obesity in later for language and social–emotional outcomes in young children. In life7 but also with lower psychological well-being and mental more recent literature, a meta-analysis has discussed touchscreen health issues in school-aged children and adolescents.9,10 devices and interactive apps in terms of their potential for Furthermore, previous longitudinal studies have demonstrated promoting early academic skills17 and a cross-sectional investiga- that high media use by preschool-aged children is related to tion found associations between fine motor abilities and early conduct problems, hyperactivity, and inattention later in life.11,12 touchscreen scrolling in toddlers.18 In addition to the effects of 1LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany and 2Department of Women and Child Health, Hospital for Children and Adolescents and Center for Paediatric Research (CPL), Leipzig University, Leipzig, Germany Correspondence: Tanja Poulain ([email protected]) Received: 17 July 2020 Revised: 16 November 2020 Accepted: 15 December 2020 © The Author(s) 2021 Associations of media use and early childhood development:. C Schwarzer et al. 2 children’s own media habits, previous cross-sectional and long- University (Reg. No. 264-10-19042010), and the study was itudinal studies have shown associations between parent’s media performed in accordance with the Declaration of Helsinki. usage and behavioral problems in children <10 years of age.19,20 Parental media usage has been shown to disrupt parent–child Media use of children and mothers interactions,21 with parents being slower, less attentive, and more The researchers assessed the children and mother’s media use passive in reacting to their children.22 Moreover, previous cross- using standardized parental questionnaires. The questionnaires sectional studies have found that parents’ conceptions play an were designed by the authors by adapting a previous ques- important part in mediating preschool-aged children’s media tionnaire, which was lifted from the German Health Interview and habits23,24 and that parent–child interactions can moderate the Examination Survey for Children and Adolescents (KiGGS).30 The relationship between high media exposure and young children’s earlier version and its counterpart in the KiGGS study have been executive functioning.25 used in previous research,10,11,31 as has the adapted version used Given the rapidly changing nature of digital media, for the in our study.20 Parents were asked to report the time they and study discussed here, we decided to investigate not only the use their children spend on average, on a daily basis, engaged with of television by German preschoolers and their mothers but also specific media devices. Leisure media usage was included, but that of other forms of screen-based media (e.g., mobile phone/ media use at work and media not involving a screen (e.g., listening smartphone, personal computer (PC)/laptop/tablet, and game to music) were excluded. The questionnaires provided a range of consoles). While former studies relied on screening tests based possible answers from “not at all” to “>4 h per day”. The included on parental reports2 or focused on single domains of childhood devices were television/video/DVD (excluding computer screens), development,3,13,14 we used a detailed, standardized develop- game console, computer/laptop/tablet with and without internet ment test to evaluate associations between children’smediause access, and mobile phone/smartphone with and without internet and multiple dimensions of childhood development. Further- access. more, as little is known about the relationships between Adapting the analysis method used in a previous study,20 the mothers’ overall media use and their children’s development answers were converted into durations (hours/day) as follows: “not outcomes, we investigated these associations too. Finally, we at all” = 0, “approximately 30 min/day” = 0.5, “approximately 1–2 included parent–child interactions in our analysis as we were h/day” = 1.5, “approximately 3–4 h/day” = 3.5, “>4 h/day” = 5. interested in comparing the way children and mothers’ media Media usage with and without internet access was added behavior related to development outcomes to the way activities together. We added weekday and weekend usage using the based on parent–child interaction related to such outcomes formula ((usage on weekdays × 5) + (usage at weekends × 2))/7. and whether these associations were independent from or Total screen time included durations of television/video/DVD, potentially moderated by each other. Based on a number of game console, computer/laptop/tablet, and mobile phone use. We previous longitudinal studies, wehypothesizednegativeasso- categorized the total screen times reported for children as ciations between high overall screen time in children and “normal” or “high” based on the WHO recommendation that early childhood development outcomes. Accordingly, we young children should not exceed 1 h of screen time over the hypothesized that high media usage by mothers is negatively course of a day.4 We are not aware of any recommendations associated with early childhood development outcomes. In relating to total screen use by mothers. Therefore, the reported contrast, we hypothesized positive associations between the total screen times for mothers were categorized as “high” when frequencyofparent–child interactions and children’sdevelop- they were greater than the average in the present sample. On this ment outcomes. basis, a high reported total screen time for mothers was defined as >5 h/day. Hereafter, we will use the simplified terms