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 Researchers examined test results for 807 kids between 5 and 6 years
old assessed at the start of kindergarten for basic skills like
counting, letter recognition and sorting blocks by pattern and
shape. They also looked at parent surveys about how much time each
day kids spent watching traditional television sets or other
screens.
For kids at the highest income levels, there wasn’t any connection
between the amount of TV children watched and how well they did on
the tests. More television time was tied to just a modest drop in
test results for students from average income households - about
$74,000 a year for a family of four.
Children at or near the poverty line, about $21,200 a year for a
family of four, had a pronounced drop in test scores when they
watched a lot of TV each day.
“Watching too much TV - here more than 2 hours per day - was
negatively associated with the development of mathematical abilities
and executive function - skills engaged in the pursuit of goals,
including inhibition, attention, working memory, and cognitive
flexibility,” said lead study author Andrew Ribner, a psychology and
education researcher at New York University.
“We find some evidence that the negative association of television
viewing with math ability is at least partially through executive
function, which others have shown is strongly related to math
ability throughout the academic life span,” Ribner added by email.
Last year, the American Academy of Pediatrics recommended that
preschoolers watch no more than an hour of TV a day; down from two
hours in 2001 guidelines.
Parents should watch with kids and show them only “high quality”
programing like Sesame Workshop and PBS, the AAP recommends.
It’s possible that some of the differences in how much television
time influences school readiness for rich versus poor kids in the
study might be explained by the type of content children watch,
Ribner said.
Children in the study watched an average of 2.2 hours of television
a day, Ribner and colleagues report in the Journal of Developmental
and Behavioral Pediatrics.
Researchers didn’t have data on the type of programing children
watched and they also didn’t know anything about viewing
circumstances to see if parents were in the room or what else was
happening around kids while the TV was on.
The study also wasn’t a controlled experiment designed to prove
whether or how television time directly influences school readiness.
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It’s possible that at least some of the problem with too much TV is
it takes time away from other activities, said Dr. Caroline Kistin,
a pediatrics researcher at Boston University School of Medicine who
wasn’t involved in the study
“Parents should be aware that the highest-level skills that help
children succeed in school, including decision-making, critical
thinking, and the ability to control emotions, are best taught
through interactive play, not with television, videos, or apps,”
Kistin said by email. “Limiting screen time to one hour per day
would ensure that there is time available for more engaging
activities.”
Ideally, for every half hour of television children should get at
least two hours of other activities that provide opportunities to
interact with their parents and other kids, said Larry Rosen,
professor emeritus at California State University Dominguez Hills.
When kids do watch, it would be better developmentally if parents
sat with them and paused sometimes to talk about what’s happening on
the screen, Rosen said. Otherwise there’s little chance to build
thinking or social skills.
“If children are simply watching entertainment shows without
parental co-viewing and conversation or peer interaction, this
negatively impacts both of those necessary skills,” Rosen said.
SOURCE: http://bit.ly/2mLBVxt Journal of Developmental and
Behavioral Pediatrics, online February 23, 2017.
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