ORCID Profile
0000-0002-7380-4590
Current Organisation
Royal Holloway University of London
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Publisher: Center for Open Science
Date: 31-05-2021
Abstract: This study examined children’s screen time during the first COVID-19 lockdown in a large cohort (n=2209) of 8-to-36-month-olds s led from 15 labs across 12 countries. The s le was largely balanced by sex, though most participants were majority White. Caregivers reported that young infants and toddlers with no online schooling requirements were exposed to more screen time during lockdown than before lockdown. While this was exacerbated for countries with longer lockdowns, there was no evidence that the increase in screen time during lockdown was associated with children’s demographics, e.g., age, SES. However, screen time during lockdown was negatively associated with child age and SES and positively associated with caregiver screen time and attitudes towards children’s screen time.
Publisher: Springer Science and Business Media LLC
Date: 07-02-2022
DOI: 10.1038/S41598-022-05840-5
Abstract: Older children with online schooling requirements, unsurprisingly, were reported to have increased screen time during the first COVID-19 lockdown in many countries. Here, we ask whether younger children with no similar online schooling requirements also had increased screen time during lockdown. We examined children’s screen time during the first COVID-19 lockdown in a large cohort (n = 2209) of 8-to-36-month-olds s led from 15 labs across 12 countries. Caregivers reported that toddlers with no online schooling requirements were exposed to more screen time during lockdown than before lockdown. While this was exacerbated for countries with longer lockdowns, there was no evidence that the increase in screen time during lockdown was associated with socio-demographic variables, such as child age and socio-economic status (SES). However, screen time during lockdown was negatively associated with SES and positively associated with child age, caregiver screen time, and attitudes towards children’s screen time. The results highlight the impact of the COVID-19 lockdown on young children’s screen time.
Publisher: Center for Open Science
Date: 05-03-2021
Abstract: The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown either caregivers were more aware of their child’s development, or vocabulary development benefited from intense caregiver-child interaction during lockdown or both. We discuss these results in the context of the extraordinary circumstances of the COVID-19 pandemic and highlight limitations of the study.
Location: United States of America
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Jeanne Shinskey.