Last year the Journal of the American Medical Association: Pediatrics (JAMA:P) published a study of over 7000 young children in Japan entitled “Screen Time at Age 1 Year and Communication and Problem-Solving Developmental Delay at 2 and 4 Years” (Takahashi et al, 2023). In a nutshell, little ones entered the study at one year with parent-reported documentation of their daily screen time in their first year of life. Screen time included watching TV, DVDs, video games, internet games, and mobile phones and tablets. Children were then evaluated at ages two and four in various developmental areas. Researchers noted that there was an association with delays in communication and problem-solving for children with early screen use of four hours or more per day. This association persisted until age four when the study concluded. The authors further noted that “screen time may be associated with developmental delay . . . but may also have an educational aspect depending on the programs watched . . . Meta-analysis showed that greater screen use was associated with decreased language skills (while) screen time spent on educational programs was associated with increased language skills.”
For several years, the American Academy of Pediatrics has recommended “high-quality, educational programs when first introducing digital media to children aged 18 to 24 months.” We’ve linked to the JAMA:P paper if you’d like to read it for yourself. This is an emerging topic that warrants the attention of parents, early interventionists, and early childhood personnel.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.
This resource is related to the following ESPM knowledge-level competencies:
- Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR2 (EIS): Understands the concept of mentoring and its importance with parents and other IFSP team members.
- IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places, and partnerships for early intervention activities.
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i10 (EIS): Knows strategies that support parents in providing basic health, nutrition, and safety for infants and toddlers in natural environments.
- IFSP-i11 (EIS): Knows strategies that support parents in adapting