Scholarlink

<p>Strong evidence ties early language difficulties to later adjustment challenges. Little is known, however, about factors that exacerbate these associations. The present study tests the hypothesis that unsupervised, solitary screen time amplifies longitudinal associations from low language skills to heightened socioemotional difficulties. The participants were 546 (264 girls, 282 boys) 4–5-year-olds attending 24 population-based childcare centers in 13 municipalities across Denmark. Teachers twice completed assessments of child adjustment difficulties (i.e., conduct problems and emotional problems), approximately six months apart. At the outset, teachers assayed child language abilities (i.e., communication skills and productive vocabulary) and parents reported solitary screen time (i.e., the amount of time children spent alone viewing handheld devices or television). Results indicated that solitary screen time and low communication skills predicted increases in subsequent emotional problems. Moderated associations emerged for conduct problems, such that solitary screen time exacerbated longitudinal associations from oral language problems to later adjustment difficulties. Specifically, among those with above (but not below) average levels of solitary screen time, low initial productive vocabulary and low initial communication skills predicted increases in conduct problems across the course of six months within a single school year.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Solitary Screen Time Exacerbates Later Socioemotional Problems in Young Children with Oral Language Difficulties

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月12日

查看全文
  • Molly Selover,
  • Mary Page Leggett-James,
  • Anders Højen,
  • Dorthe Bleses,
  • Brett Laursen

摘要

Strong evidence ties early language difficulties to later adjustment challenges. Little is known, however, about factors that exacerbate these associations. The present study tests the hypothesis that unsupervised, solitary screen time amplifies longitudinal associations from low language skills to heightened socioemotional difficulties. The participants were 546 (264 girls, 282 boys) 4–5-year-olds attending 24 population-based childcare centers in 13 municipalities across Denmark. Teachers twice completed assessments of child adjustment difficulties (i.e., conduct problems and emotional problems), approximately six months apart. At the outset, teachers assayed child language abilities (i.e., communication skills and productive vocabulary) and parents reported solitary screen time (i.e., the amount of time children spent alone viewing handheld devices or television). Results indicated that solitary screen time and low communication skills predicted increases in subsequent emotional problems. Moderated associations emerged for conduct problems, such that solitary screen time exacerbated longitudinal associations from oral language problems to later adjustment difficulties. Specifically, among those with above (but not below) average levels of solitary screen time, low initial productive vocabulary and low initial communication skills predicted increases in conduct problems across the course of six months within a single school year.