Screen Time & Young Children

Screen Time & Young Children Name Institutional Affiliation Screen Time & Young Children Literature Review The section of literature review discusses and examines the effect of screen time on young children through their stages of development. Among the various literature that talk about the effect of television, was the most prevalent one; it majorly dwelled on the amount of effects on cognitive skills and child language. In the discussion, articles that talk about cognitive skills are most likely to discuss the effect of screen time on language skills. From a holistic perspective, a child’s language skills are closely related to their cognitive skills (Lauricella, 2015). For instance, you will find that most children under the age of three years will develop skills that recognize; how completing a cognitive task would need language skills and how usage of language skills would need cognitive skills. Here, articles that discuss the effect that television time and other media have on young children. Media Effects on Cognitive and Language Development The collection of data with reference to language development was challenging, since it had the largest search outcome as well as many different methods of data collection. In this respect, the study yields various opinions regarding the development of young children in terms of language and cognitive skills. Therefore, the discussions made in this section are comprehensive in the sense that a set of research-based guidelines on child exposure to screen time are provided to educators and parents. One study talked about the benefits screen time on children if two major factors were considered. The article is majorly concerned about context and content of the media availed to young children. The scholars indicated that screen time exposure may provide a learning opportunity if the content gives contingent responses and becomes interactive. From a different perspective, the article highlights that caregivers and parents are able to apply positive experiences gained from screen time on the actual life of child. A different article, in a longitudinal and cross-sectional study of 200 Hispanic infants and toddlers, indicates that adult directed programming took an average of 1.29 hours while child-directed being 2.09 hours (Xu & Rissel, 2015). The amount of child-directed screen time is directly proportional to child’s age. In terms of the type of technology involved, this article found out that television was the most used with cell phones coming second. Scholar 1 gave a report that young children used cells phones for a minimum of 30 minutes in a day; 28% of infants and 35% of toddlers (Houghton et al., 2015). The longitudinal study using stages questionnaire and ages have resulted to various revelations regarding infants and toddlers. Those that had more than 2 hour television exposure suffered delays in their language development as compared to those that had less than 2 hours exposure to television on a daily basis, whereby the scores were based on typical range of infants and toddlers. Scholar 1 found that most children exposed to more television are diagnosed with a 15 to 48 months language delay. The study conducted a study on 56 children. In this study, findings indicated that young children that were exposed to media before 12 months as well as more than 2 hours of screen time per day, were likely to suffer language delay six times than normal. On the other hand, this study highlighted that infants and toddlers that had child-directed television time were 8.5 times more likely to suffer language delay as compared to those that had parent or caregiver-directed exposure (Kabali et al., 2015). Studies indicated that children under the age of 10 months are yet to begin using meaningful language, which the age when most children with language delay began watching television. According to a longitudinal study on the relationship between vocabulary skills and television viewing, scholar 1 applied the use of one-on-one testing as well as surveys. From this study, children between 2 to 3 years of age had an average time of 21.3 hours at the British Childcare Center per week (Chen & Adler, 2019). Therefore, the study states that the development of a child’s vocabulary is affected many other factors, with television viewing included. This study holds that exposing children to educational books would positively impact their vocabulary skills as opposed to exposure on television. As mentioned earlier, other factors such as parental interaction and home environment played key roles in a child’s vocabulary development. Following this, the study indicates that low vocabulary scores were linked to non-educational television time on children, while high vocabulary scores were associated with educational television that showed a positive correlation. The survey that was conducted showed results of poor academic performance among children at 3 years who; those that watched cartoons and adult programs were less likely to perform better in academics since the programs fewer opportunities for learning as opposed to educational child programs. In the article, the scholar has given a somewhat inconclusive statement regarding the effect of television viewing on the vocabulary development of young children (Egan, 2018). The study on the effect of television media on child development gave a hypothesis that concentrated on the educational part. This is to say that there is a possibility that education content on television may not be understood by toddlers that view it. Therefore, the hypothesis can be successfully tested with a larger sample that may reliably show positive or negative effects. A different study talked about the same topic with a longitudinal study with a sample size of 51 toddlers and infants from the United States aged 30 months. Data on this particular study was based on sources like parent reports, development tests, direc...