文献类型：期刊文献

英文题名：Screen time and language/cognitive development in preschoolers aged 3-5 years

作者：Liu, Yanying[1];Li, Lei[2];Bai, Mei[3];Zhao, Jing[4];Wan, Zhirong[4];Liu, Xiaolei[5]

通讯作者：Wan, ZR[1];Liu, XL[2]

机构：[1]Beijing Union Univ, Dept Phys Educ, Beijing 100101, Peoples R China;[2]Ludong Univ, Sch Phys Educ, Yantai 264025, Peoples R China;[3]Beijing Sport Univ, Coll Competit Sports, Dept Rhythm Gymnast, Beijing 100084, Peoples R China;[4]Aerosp Ctr Hosp, Dept Neurol, Beijing 100049, Peoples R China;[5]Beijing Sport Univ, Chinese Tradit Regimen Exercise Intervent Res Ctr, Beijing 100084, Peoples R China

第一机构：北京联合大学体育部、体委

通讯机构：[1]corresponding author), Aerosp Ctr Hosp, Dept Neurol, Beijing 100049, Peoples R China;[2]corresponding author), Beijing Sport Univ, Chinese Tradit Regimen Exercise Intervent Res Ctr, Beijing 100084, Peoples R China.

年份：2026

卷号：99

外文期刊名：COMPLEMENTARY THERAPIES IN MEDICINE

收录：;WOS:【SCI-EXPANDED(收录号:WOS:001759969500001)】；

基金：This study was supported by the Tai Chi Exercise Promotion and Implementation Project in Hotan Prefecture (2024) , funded by the Hotan Prefecture Bureau of Culture, Sports, Radio, Television and Tourism (Contract No. JLT (2024) 14) .

语种：英文

外文关键词：Preschool; Screen time; Early cognition; Sleep; Socioeconomic factors

摘要：Background: Digital media use in early childhood has increased rapidly in recent years. However, findings on its developmental correlates remain inconsistent, particularly across different domains of early learning. Guided by ecological and cognitive stimulation frameworks, this study examined associations between weekday time spent on electronic devices and multiple indicators of language and cognitive development in preschool children aged 3-5 years. Because the National Survey of Children's Health captures time-based exposure only, the present analyses address overall device-use duration rather than content, context, or co-use. Methods: Cross-sectional analyses used data from the 2016 National Survey of Children's Health. Of 15,402 preschool-aged children in the survey, 6905 with non-missing data on exposure, outcomes, and co-variates were included in the complete-case analytic sample. Caregivers reported children's weekday electronic-device use, excluding schoolwork, and early learning outcomes including beginning sounds, letter recognition, rhyming, verbal expression, name writing, counting, and shape recognition. For consistency with the reported odds ratios, outcomes were analyzed as dichotomized indicators in multi-variable logistic regression models adjusted for child age, sex, race/ethnicity, household poverty ratio, parental education level, household size, sleep duration, prematurity, and working-poor household status. Results: Weekday electronic-device use was not significantly associated with most language outcomes. Greater amount of device use was associated with lower odds of name writing and higher odds of counting. Sociodemographic and household characteristics were also associated with several outcomes. Sleep-duration estimates were large and imprecise in several models and are therefore interpreted cautiously. Conclusions: In this cross-sectional sample, associations between weekday electronic-device use and development were domain-specific rather than uniform across outcomes. These findings support cautious interpretation of time-based screen measures and highlight the importance of considering family context, sleep, and the qualitative features of media use that were not measured in the present dataset.