The early childhood years are foundational for the development of emotion regulation skills. More challenging, less well-regulated children also tend to be exposed to more screen time by parents. For this reason, it remains important to answer the following question: does children’s tablet use contribute to poor emotional regulation, or do poorly regulated children spend more time on tablets?
We and our co-authors addressed this question in a study published in JAMA Pediatrics.
Tablet use and emotional regulation
Over the course of three years, we longitudinally studied a sample of 315 children at the ages of 3.5, 4.5 and 5.5 years in Nova Scotia. Parents reported how much time their child spent using tablets on average every day, and reported how frequently their child expressed anger and frustration in the context of their daily routines.Children in our sample spend on average 55 minutes (0.92 hours) per day using tablets at age 3.5, 57 minutes (0.95 hours) per day using tablets at 4.5, and 60 (one hour) per day using tablets at age 5.5.
We found that for every 73 minutes (1.22 hours) increase in tablet use at the age of 3.5 years, there was a significant increase in expressions of anger and frustration at age 4.5. Children who expressed anger and frustration more frequently at age 4.5 then increased their tablet time at age 5.5 by 17 minutes (0.28 hours).
Our study’s rigorous design also allowed us to compare each child to themselves over time. That means they served as their own baseline control, which prevents other factors such as pre-existing individual differences (such as child sex and temperament) or differences in the quality of the family environment or socio-economic status from confounding the analyses.
Kids’ tablet use
Because of their small size, tablets can be transported to restaurants or brought along for car or bus rides to keep children busy or manage boredom and emotional outbursts. Indeed, parents report using screen media as a calming tool to help manage young children’s emotional outbursts. This strategy may be an effective short-term solution, but is likely to backfire in the long run.In addition, very young children can operate tablets on their own, which can lead parents to use mobile devices to keep children busy. As such, child tablet use is likely to offer immediate gratification to children while remaining a solitary activity.
For these reasons, three-year-olds who spend more hours using tablets may forfeit opportunities to engage in activities — such as interactions with caregivers or free play with other children — that are essential for rehearsing and eventually mastering self-regulation. By the age of four, more frequent expression of anger also contributed to increases in tablet use, suggesting that early childhood tablet use could contribute to a vicious cycle over time.
Our study is not without limitations. First, our study was conducted during the pandemic with a convenience sample of 315 children with low levels of socioeconomic risk. Replications on more diverse and vulnerable samples post-pandemic are needed to confirm these results.
Future studies could examine the roles of screen media content and context of use on children. For instance, using tablets for e-book reading versus using a tablet to watch videos on YouTube may have different effects on children. Furthermore, the co-use of tablets with caregivers may offer more opportunities for social interactions, which may contribute to child learning outcomes.
Takeaways for parents and caregivers
Our results indicate that parents should closely monitor tablet use in the early preschool years. Parents should also avoid using tablets as a digital calming tool, especially with children who may be having trouble regulating their emotions and behaviour.Finally, to improve emotional regulation skills, parents can ensure that children have sufficient opportunities to engage in activities that promote the development of emotion.
Caroline Fitzpatrick, Canada Research Chair in Digital Media Use by Children and Its Implications for Promoting Togetherness: An Ecosystemic Approach, Université de Sherbrooke ; Fabricio De Andrade Rocha, Postdoctoral fellow, Group for Research and Intervention on Children's Social Adjustment, Université de Sherbrooke , and Gabrielle Garon-Carrier, Professor, département de psychoéducation, Université de Sherbrooke
This article is republished from The Conversation under a Creative Commons license. Read the original article.
