Associações entre exposição à tela e autorregulação infantil: uma revisão sistemática e metanálise Exposição à tela e autorregulação infantil

Conteúdo do artigo principal

Florencia Lee
Lucas Gago Galvagno
María del Pilar Castillo
Martina Boscolo
Ángel M. Elgier
Susana C. Azzollini

Resumo

A autorregulação cognitiva e emocional são habilidades essenciais durante os primeiros anos de vida, pois predizem o desenvolvimento posterior de outras habilidades cognitivas, o desempenho acadêmico e a presença de psicopatologia. Como a exposição a dispositivos tecnológicos tem aumentado nos últimos anos, tanto na fase adulta quanto na primeira infância, é importante meta-analisar estudos sobre esse tema para avaliar como seu uso está associado à autorregulação precoce. Para isso, foi realizada uma revisão sistemática e metanálise com a pesquisa dos últimos 10 anos (2011-2021) sobre a contribuição dos dispositivos tecnológicos para a autorregulação de bebês com desenvolvimento típico. Houve um total de 13.408 crianças de 0 a 12 anos de 20 diferentes desfechos de associações. Os tamanhos de efeito foram medidos como correlações (r). Os resultados mostraram que quanto mais tempo em frente a uma tela (medido como tempo de intervalo em um dia típico), menores serão os escores nos testes de autorregulação (tempo de tela [n = 20; r = -0,18 (95% IC, −0,26 a −0,09], com níveis mais altos de heterogeneidade interestudos. Os resultados mostram que é necessário incluir pesquisas de outros países e analisar possíveis moderadores.

Detalhes do artigo

Como Citar
Associações entre exposição à tela e autorregulação infantil: uma revisão sistemática e metanálise: Exposição à tela e autorregulação infantil. (2024). Revista Argentina De Ciencias Del Comportamiento, 16(2), 1-13. https://doi.org/10.32348/1852.4206.v16.n2.38309
Seção
Revisiones

Como Citar

Associações entre exposição à tela e autorregulação infantil: uma revisão sistemática e metanálise: Exposição à tela e autorregulação infantil. (2024). Revista Argentina De Ciencias Del Comportamiento, 16(2), 1-13. https://doi.org/10.32348/1852.4206.v16.n2.38309

Referências

References marked with an asterisk indicate studies included in the meta-analysis.

American Academy of Pediatrics (2020, January 31st). American Academy of Pediatrics announces new recommendations for children’s media use. https://www.pathwaypeds.com/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use/

Baumeister, H., Kraft, R., Baumel, A., Pryss, R., & Messner, E. M. (2019). Persuasive E-health design for behavior change. En H. Baumeister & C. Montag (Eds.), Digital Phenotyping and Mobile Sensing (pp. 261-276). Springer. https://doi.org/10.1007/978-3-030-31620-4_17

Bergmann, C., Dimitrova, N., Alaslani, K., Almohammadi, A., Alroqi, H., Aussems, S., Barokova, M., Davies, C., Gonzalez-Gomez, N., Gibson, S. P., Havron, N., Horowitz-Kraus, T., Kanero, J., Kartushina, N., Keller, C., Mayor, J., Mundry, R., Shinskey, J., & Mani, N. (2022). Young children's screen time during the first COVID-19 lockdown in 12 countries. Scientific reports, 12(1), 2015. https://doi.org/10.1038/s41598-022-05840-5

*Cerniglia, L., Cimino, S., & Ammaniti, M. (2021). What are the effects of screen time on emotion regulation and academic achievements? A three-wave longitudinal study on children from 4 to 8 years of age. Journal of Early Childhood Research, 19(2), 145-160. https://doi.org/10.1177/1476718X20969846

Chassiakos, Y. L. R., Radesky, J., Christakis, D., Moreno, M. A., Cross, C., AAP COUNCIL ON COMMUNICATIONS AND MEDIA, Hill, D., Ameenuddin, N., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R., & Swanson, W. (2016). Childhood and adolescence and digital media. Pediatrics, 138(5), e20162593. https://doi.org/10.1542/peds.2016-2593

*Cho, S. Y., So, H. J., Lim, S. M., Koh, M. S., Song, K. Y., & Moon, J. H. (2018). Smart Device Usage-Related Factors are Correlated with Self-Regulation Ability in Early Childhood. Journal of the Korean Child Neurology Society, 26(3), 135-145. https://doi.org/10.26815/jkcns.2018.26.3.135

*Clifford, S., Doane, L. D., Breitenstein, R., Grimm, K. J., & Lemery-Chalfant, K. (2020). Effortful control moderates the relation between electronic-media use and objective sleep indicators in childhood. Psychological Science, 31(7), 822-834. https://doi.org/10.1177/0956797620919432

*Corkin, M. T., Peterson, E. R., Henderson, A. M., Waldie, K. E., Reese, E., & Morton, S. M. (2021). Preschool screen media exposure, executive functions, and symptoms of inattention/hyperactivity. Journal of Applied Developmental Psychology, 73, 101237. https://doi.org/10.1016/j.appdev.2020.101237

*Coyne, S. M., Shawcroft, J., Gale, M., Gentile, D. A., Etherington, J. T., Holmgren, H., & Stockdale, L. (2021). Tantrums, Toddlers, and Technology: Temperament, Media Emotion Regulation, and Problematic Media Use in Early Childhood. Computers in Human Behavior, 120, 106762. https://doi.org/10.1016/j.chb.2021.106762

Crowell J. A. (2021). Development of Emotion Regulation in Typically Developing Children. Child and Adolescent Psychiatric Clinics of North America, 30(3), 467–474. https://doi.org/10.1016/j.chc.2021.04.001

de Grandis, C., Gago Galvagno, L. G., Clerici, G. D., & Elgier, Á. M. (2019). El desarrollo de la autorregulación en la infancia temprana y sus factores moduladores. Investigaciones en Psicología, 24(1), 68-77. https://www.psi.uba.ar/investigaciones/revistas/investigaciones/indice/trabajos_completos/anio24_1/de_grandis.pdf

*de Lucena Martins, C. M., Bandeira, P. F. R., Lemos, N. B. A. G., Bezerra, T. A., Clark, C. C. T., Mota, J., & Duncan, M. J. (2020). A network perspective on the relationship between screen time, executive function, and fundamental motor skills among preschoolers. International Journal of Environmental Research and Public Health, 17(23), 8861. https://doi.org/10.3390/ijerph17238861

Fisher, K. W., Williamson, H., & Guerra, N. (2020). Technology and Social Inclusion: Technology Training and Use by Youth with IDD in the 2012 National Longitudinal Transition Study. Inclusion, 8(1), 43-57. https://doi.org/10.1352/2326-6988-8.1.43

Frick, M. A., Forslund, T., Fransson, M., Johansson, M., Bohlin, G., & Brocki, K. C. (2017). The role of sustained attention, maternal sensitivity, and infant temperament in the development of early self-regulation. British Journal of Psychology, 109(2), 277–298. https://doi.org/10.1111/bjop.12266

Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156-168. https://doi.org/10.1177/2515245919847202

Gagne, J. R., Liew, J., & Nwadinobi, O. K. (2021). How does the broader concept of self-regulation relate to emotion regulation in young children? Developmental Review, 60, 100965. https://doi.org/10.1016/j.dr.2021.100965

Gago Galvagno, L. G., Azzollini, S. C., & Elgier, A. M. (2022). Asociaciones entre la exposición a medios electrónicos y comunicación durante la infancia temprana: Una revisión integrativa. Pensando Psicología, 18(1), 1-23. https://doi.org/10.16925/2382-3984.2022.01.02

*Gago Galvagno, L. G., De Grandis, M. C., Jaume, L. C., & Elgier, A. M. (2020). Home environment and its contribution to the normative capacities of early childhood. Early Childhood Development and Care, 192(5), 710-723. https://doi.org/10.1080/03004430.2020.1796655

Gago Galvagno, L. G., Miller, S. E., De Grandis, C., & Elgier, A. M. (2021). Emergent coherence and communication relationships between executive function tasks in young children: evidence from a Latin American sample. Infancy, 26(6), 962-979. https://doi.org/10.1111/infa.12421

*Gordon-Hacker, A., & Gueron-Sela, N. (2020). Maternal use of media to regulate child distress: A double-edged sword? Longitudinal links to toddlers' negative emotionality. Cyberpsychology, Behavior, and Social Networking, 23(6), 400-405. https://doi.org/10.1089/cyber.2019.0487

*Hu, B. Y., Johnson, G. K., Teo, T., & Wu, Z. (2020). Relationship between screen time and Chinese children’s cognitive and social development. Journal of Research in Childhood Education, 34(2), 183-207. https://doi.org/10.1080/02568543.2019.1702600

Huedo-Medina, T. B., Sánchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessment of heterogeneity in meta-analysis: Q statistic or I² index? Psychological Methods, 11(2), 193-206. https://doi.org/10.1037/1082-989X.11.2.193

Hunter, A. (2018). Towards a framework for computational persuasion with applications in behavior change. Argument and Computation, 9(1), 15-40. https://doi.org/10.3233/AAC-170032

Instituto Nacional de Estadísticas y Censos (2021). Acceso y uso de tecnologías de la información y la comunicación EPH. Informes Técnicos, Ciencia y Tecnología. https://www.indec.gob.ar/uploads/informesdeprensa/mautic_05_22843D61C141.pdf

* Lin, H. P., Chen, K. L., Chou, W., Yuan, K. S., Yen, S. Y., Chen, Y. S., & Chow, J. C. (2020). Prolonged touch screen device usage is associated with emotional and behavioral problems, but not language delay, in toddlers. Infant Behavior & Development, 58, 101424. https://doi.org/10.1016/j.infbeh.2020.101424

Lin, B., Liew, J., & Pérez, M. (2019). Measurement of self-regulation in early childhood: relationships between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1-8. https://doi.org/10.1016/j.ecresq.2018.10.004

*López-Gil, J. F., Oriol-Granado, X., Izquierdo, M., Ramírez-Vélez, R., Fernández-Vergara, O., Olloquequi, J., & García-Hermoso, A. (2020). Healthy lifestyle behaviors and their association with self-regulation in Chilean children. International Journal of Environmental Research and Public Health, 17(16), 5676. https://doi.org/10.3390/ijerph17165676

*Lui, K, Hendry, A., Fiske, A., Dvergsdal, H., & Holmboe, K. (2021). Associations between touchscreen exposure and hot and cool inhibitory control in 10-month-old infants. Infant Behavior and Development, 65, 101649. https://doi.org/10.1016/j.infbeh.2021.101649

Mackinnon, K., & Shade, L. R. (2020). God only knows what it's doing to our children's brains: A closer look at the Internet addiction discourse. Jeunesse: Young People, Texts, Cultures, 12(1), 16-38. https://doi.org/10.1353/jeu.2020.0003

Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and children's language skills: a systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665-675. https://jamanetwork.com/journals/jamapediatrics/fullarticle/2762864

Matthews, J., Win, K. T., Oinas-Kukkonen, H., & Freeman, M. (2016). Persuasive technology in mobile applications that promote physical activity: a systematic review. Journal of Medical Systems, 40, 72. https://doi.org/10.1007/s10916-015-0425-x

*McHarg, G., Ribner, A. D., Devine, R. T., & Hughes, C. (2020). Screen time and executive function in toddlerhood: A longitudinal study. Frontiers in Psychology, 11, 570392. https://doi.org/10.3389/fpsyg.2020.570392

Melamud, A., & Waisman, I. (2019). Pantallas: discordancias entre las recomendaciones y el uso real. Archivos Argentinos de Pediatría, 117(5), 349-351. http://dx.doi.org/10.5546/aap.2019.349

Miller, S. E., & Marcovitch, S. (2015). Examining executive function in the second year of life: coherence, stability, and relationships to joint attention and language. Developmental Psychology, 51(1), 101-114. https://doi.org/10.1037/a0038359

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734

Neuman, S. B. (1995). Literacy in the Television Age: The Myth of the TV Effect. Ablex.

Nigg, J. T. (2017). Annual Research Review: On the relationships between self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition of developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361-383. https://doi.org/10.1111/jcpp.12675

Parums, D. V. (2021). Review Articles, Systematic Reviews, Meta-Analyses, and the Preferred Reporting Articles for Systematic Reviews and Meta-Analyses (PRISMA) 2020 Guidelines. Medical Science Monitor: International Medical Journal of Experimental and Clinical Research, 27, e934475-1. https://doi.org/10.12659/MSM.934475

Picco, J., González Dávila, E., Wolff, S., Gómez, V., & Wolff, D. (2020). Aspectos psicosociales de la pandemia COVID-19 en la población de la ciudad de Mendoza. Revista Argentina de Cardiología, 88(3), 207-210. https://dialnet.unirioja.es/servlet/articulo?codigo=7525369

Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1-23. https://doi.org/10.1146/annurev.psych.58.110405.085516

Radesky, J. S. & Christakis, D. A. (2016). Increased screen time: Implications for early childhood development and behavior. Pediatric Clinics of North America, 63(5), 827-839. https://doi.org/10.1016/j.pcl.2016.06.006

Radesky, J. S., Silverstein, M., Zuckerman, B., & Christakis, D. A. (2014). Infant self-regulation and early childhood media exposure. Pediatrics, 133(5), e1172-e1178. https://doi.org/10.1542/peds.2013-2367

Rideout, V., & Robb, M. B. (2020). The Common Sense census: Media use by kids age zero to eight, 2020. Common Sense Media. https://www.commonsensemedia.org/sites/default/files/research/report/2020_zero_to_eight_census_final_web.pdf

*Rosenqvist, J., Lahti-Nuuttila, P., Holdnack, J., Kemp, S. L., & Laasonen, M. (2016). Relationship of TV watching, computer use, and reading to children's neurocognitive functions. Journal of Applied Developmental Psychology, 46, 11-21. https://doi.org/10.1016/j.appdev.2016.04.006

Rothbart, M. K., Posner, M. I., & Boylan, A. (1990). Regulatory mechanisms in infant development. En J. Enss (Ed.), The Development of Attention: Research and Theory (pp. 139-160). Elsevier. https://doi.org/10.1016/S0166-4115(08)60450-1

Seguin, D., Kuenzel, E., Morton, J. B., & Duerden, E. G. (2021). School's out: Parenting stress and screen time use in school-age children during the COVID-19 pandemic. Journal of Affective Disorders Reports, 6, 100217. https://doi.org/10.1016/j.jadr.2021.100217

*Shin, E., Choi, K., Resor, J., & Smith, C. L. (2021). Why do parents use screen media with toddlers? The role of child temperament and parenting stress in early screen use. Infant Behavior and Development, 64, 101595. https://doi.org/10.1016/j.infbeh.2021.101595

Simaes, A. C., Gago Galvagno, L. G., Serodio, M., Morales, L., Ducasse, A., Benitez, G., Opazio, A., & Caccia, P. (2022). Asociaciones entre atención conjunta y estimulación en el hogar en contexto de COVID. Psicodebate, 22(1), 7-23. https://doi.org/10.18682/pd.v22i1.4438

Sociedad Argentina de Pediatría (2020). Uso de pantallas en tiempos del coronavirus. Archivos Argentinos de Pediatría, Suplemento COVID, c142-c144. https://www.sap.org.ar/docs/publicaciones/archivosarg/2020/SuplCOVIDa28.pdf

Sociedade Brasileira de Pediatria. (2016). Saúde de Crianças e Adolescentes na Era Digital. Manual de Orientação. Departamento de Adolescência. https://nutritotal.com.br/pro/wp-content/uploads/2019/03/Manual_orienta%C3%A7%C3%B5es_era_digital.pdf

Sullivan, L. S., & Reiner, P. (2019). Digital Wellbeing and Persuasive Technologies. Philosophy & Technology, 3, 413-424. https://doi.org/10.1007/s13347-019-00376-5

Supanitayanon, S., Trairatvorakul, P., & Chonchaiya, W. (2020). Exposure to screen media in the first 2 years of life and preschool cognitive development: a longitudinal study. Pediatric Research, 88, 894-902. https://doi.org/10.1038/s41390-020-0831-8

Susilowati, I. H., Nugraha, S., Alimoeso, S., & Hasiholan, B. P. (2021). Screen time for preschool children: Learning from Home during the COVID-19 pandemic. Global Pediatric Health, 8, 1–6. https://doi.org/10.1177/2333794X211017836

Tabullo, A., & Gago Galvagno, L. G. (2021). Early vocabulary size in Argentinean toddlers: associations with home literacy and screen media exposure. Journal of Children and Media, 16(3), 352-367. https://doi.org/10.1080/17482798.2021.1982742

Tamana, S. K., Ezeugwu, V., Chikuma, J., Lefebvre, D. L., Azad, M. B., Moraes, T. J., Subbarao, P., Becker, A. B., Turvey, S. E., Sears, M. R., Dick, B. D., Carson, V., Rasmussen, C., CHILD study Investigators, Pei, J., & Mandhane, P. J. (2019). Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study. PloS one, 14(4), e0213995. https://doi.org/10.1371/journal.pone.0213995

Uzundağ, B. A., Altundal, M. N., & Keşşafoğlu, D. (2021, November 3). Screen media exposure in early childhood and its relationship to children's self-regulation: A systematic review. TMS Proceedings 2021. https:/doi.org/10.1037/tms0000108

Vink, M., Gladwin, T. E., Geeraerts, S., Pas, P., Bos, D., Hofstee, M., Durston, S., & Vollebergh, W. (2020). Towards an integrated account of the development of self-regulation from a neurocognitive perspective: A framework for current and future longitudinal multi-modal investigations. Developmental Cognitive Neuroscience, 45, 100829. https://doi.org/10.1016/j.dcn.2020.100829

Von Hippel, P. T. (2015). The I2 heterogeneity statistic may be biased in small meta-analyses. BMC Medical Research Methodology, 15, 35. https://doi.org/10.1186/s12874-015-0024-z

Yuan, N., Weeks, H. M., Ball, R., Newman, M. W., Chang, Y. & Radesky, J. S. (2019). How much do parents actually use their smartphones? Pilot study comparing self-report to passive sensing. Pediatric Research, 86(4), 416-418. https://doi.org/10.1038/s41390-019-0452-2