Associations between Media Viewing and Language Development in Children Under Age 2 Years
Received 13 November 2006; received in revised form 16 February 2007; accepted 30 April 2007. published online 08 August 2007.
Refers to article:
First Do No Harm: Why Have Parents and Pediatricians Missed the Boat on Children and Media?
Victor C. Strasburger
The Journal of Pediatrics
October 2007 (Vol. 151, Issue 4, Pages 334-336) Full Text |
Full-Text PDF (77 KB)
Parental Influences on Youth Television Viewing
, 28 August 2007
Danielle T. Barradas, Janet E. Fulton, Heidi M. Blanck, Marian Huhman
The Journal of Pediatrics
October 2007 (Vol. 151, Issue 4, Pages 369-373.e4) Abstract |
Full Text |
Full-Text PDF (126 KB)
Objective
To test the association of media exposure with language development in children under age 2 years.
Study design
A total of 1008 parents of children age 2 to 24 months, identified by birth certificates, were surveyed by telephone in February 2006. Questions were asked about child and parent demographics, child-parent interactions, and child’s viewing of several content types of television and DVDs/videos. Parents were also asked to complete the short form of the MacArthur-Bates Communicative Development Inventory (CDI). The associations between normed CDI scores and media exposure were evaluated using multivariate regression, controlling for parent and child demographics and parent–child interactions.
Results
Among infants (age 8 to 16 months), each hour per day of viewing baby DVDs/videos was associated with a 16.99-point decrement in CDI score in a fully adjusted model (95% confidence interval = −26.20 to −7.77). Among toddlers (age 17 to 24 months), there were no significant associations between any type of media exposure and CDI scores. Amount of parental viewing with the child was not significantly associated with CDI scores in either infants or toddlers.
Conclusions
Further research is required to determine the reasons for an association between early viewing of baby DVDs/videos and poor language development.
aChild Health Institute, University of Washington, Seattle, WA
bDepartment of Health Services, University of Washington, Seattle, WA
cDepartment of Pediatrics, University of Washington, Seattle, WA
dInstitute for Learning and Brain Sciences, University of Washington, Seattle, WA
eChildren’s Hospital and Regional Medical Center, Seattle, WA.
Reprint requests: Dr. Frederick J. Zimmerman, Child Health Institute, University of Washington, 6200 NE 74th Street, Seattle, WA 98115.
Supported by the Tamaki Foundation. Dr. Zimmerman’s participation was also supported by the National Institutes of Mental Health (grant 1 K01 MH06446-01A1) and Dr. Meltzoff’s by the National Science Foundation (grant SBE-0354453). Throughout this project, Dr. Zimmerman had full access to all of the data in the study, and he takes responsibility for the integrity of the data and the accuracy of the data analysis.
ABSTRACT