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Browsing by Subject "ruutuaika"

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  • Äidin ruutuaika ja leikki-ikäisen lapsen kielelliset taidot 
    Illi, Anniina (2021)
    Background and objectives. There is still little research about the screen time of parents, and it is also partly contradictory. Also, there aren’t any previous studies about the relationship between the screen time of the mother and the child’s performance in linguistic tests. Previ-ous studies have shown that the screen time of the mother decreases the interaction be-tween the mother and the child, which could also affect the language development of the child. The aim of this study was to examine the relationship between the quantity and quality of the screen time of the mother and the linguistic skills (receptive/expressive) of their 3- to 4-year-old child. This thesis was done as part of the LEINIKKI-study. Participants and methods. The participants were 49 (25 girls and 24 boys) 3- to 4-year-old, neurotypical, Finnish-speaking children, and their mothers. The language skills of the chil-dren were examined using the Finnish version of the Reynell Developmental Language Scales III and the LEINIKKI-method. The quantity and the quality of the mother’s screen time were assessed using the screen time questionnaire. The data was analyzed using the Spearman correlation coefficient and the Mann-Whitney U test. Results and conclusions. There was no statistically significant relationship between the quantity of the mother’s screen time and the linguistic skills of the child. However, a statisti-cally significant result concerning the quality of the screen time was found: The children whose mothers had four hours or more of work-related screen time on a weekday managed weaker in the LEINIKKI-method than those whose mothers had less than four hours of work-related screen time. The results of this master’s thesis give us precursory information about the negative relationship between heavy screen time of the mother and the development of the child’s linguistic skills. Future research would be important because of the lack of re-search in this subject matter.
  • Keskossyntymän jälkeisen äidin ahdistuneisuuden, vanhemman ja keskosena syntyneen lapsen välisen vuorovaikutuksen ja lapsen kehityksen väliset yhteydet 2–3 vuoden iässä 
    Heikkonen, Milla (2019)
    Objectives. Reciprocal interaction between a parent and a child can face many challenges due to preterm birth. Not only is the preterm infant developmentally immature for social interaction, but also the parent may find it challenging to interact with the preterm child. Even though the preterm child would greatly benefit from parents’ support, it can be difficult for an anxious parent to support a child adequately, further harming the development of the preterm child. The aim of the current study was to examine how maternal anxiety after preterm birth affects later interaction between parents and the preterm child and the development of the preterm child at 2–3 years of age. Also, the associations between interaction and screen time and child’s development were examined. Methods. Participants of the study were 27 preterm children who were born at 30,20 (±2,27) weeks of gestation. Mothers assessed their anxiety after the preterm birth with a STAI -self valuation questionnaire at the time of the gestational age of 35 and 40 weeks. Later at the 2–3 year follow-up mothers, fathers or both parents estimated interaction with a questionnaire that examined the amounts of language and music actions at home and child’s screen time. Also, child’s development was assessed with Bayley-III. The associations were examined with Pearson correlation and Spearman order correlation coefficients. Results and conclusions. The results show that maternal anxiety after preterm birth is acutely very common and half of the mothers were moderately anxious. When anxiety seemed more chronic instead of short-lived, maternal anxiety after preterm birth was associated with less interaction at 2-3 years of age. In homes of less anxious mothers, parents and children’s siblings played more music and premature children spent more time watching television or otherwise spending time with smart devices than in the homes of more anxious mothers. In this study, the higher amount of child’s screen time was associated with poorer socio-emotional development. Screen time’s effect on socio-emotional development can be even more harmful with prematurely born children since they often suffer from developmental deficits and challenges in reciprocal interaction. Even though it seems that less anxious mothers mean well and want to offer more stimuli for their preterm children, they may not help the child by offering him or her more screen time. The results add to previous knowledge about screen time’s associations with poorer socio-emotional development for the first time with preterm children.
  • Pienten leikki-ikäisten lasten ruutuajan ja sanaston kehityksen yhteys 
    Hurskainen, Wilma (2021)
    Abstract There is evidence of heavy screen time use being associated with poor lexical development in preschool (2–5 -year-old) children. On the other hand, it has been shown that from about 3 years of age onwards, children can learn from age-appropriate, language-promoting screen content. However, the previous evidence is mixed, and so far the knowledge of screen time used by Finnish children, its possible association with lexical development and parents´ attitudes towards their children´s screen time is very limited. It was the aim of this study to gain preliminary information on the quantity and quality of 2;6–3;6-year-old children´s screen time and its association with the children´s lexical development in Finnish language environment. A further aim was to gain information on Finnish parents´ attitudes towards the impact of screen time on language development and whether these attitudes were associated with either the quantity or quality of children´s screen time. This study used data from the LEINIKKI research project. The sample included 50 healthy, monolingual Finnish-speaking children aged between 2 years 6 months and 3 years 6 months. The quantity and quality of the children´s screen time and the parents´ attitudes were measured with a structured questionnaire. The children´s lexical development was assessed using the vocabulary section of the LEINIKKI parent report instrument and two subtests (receptive vocabulary and picture naming) of the WPPSI-III intelligence test. The associations between screen time and lexical development and between parents´ attitudes and screen time were studied by correlation analysis, Mann Whitney U tests, Poisson regression analysis and chi square tests. A higher amount of solitary screen time was significantly associated with poorer outcome in the WPPSI-III subtest that measures receptive vocabulary. There was also a negative trend between the amount of solitary screen time and the LEINIKKI method´s vocabulary points. However, a further analysis with Poisson regression model revealed that when background variables were added to the model, the screen time did not have a significant impact on lexical development. The quality of screen time was not associated with the lexical outcome. The parent´s positive attitude towards the screen time was associated with a higher amount of screen time but not the quality of the screen time. The attitude did not explain the variance in the quantity nor the quality of the children´s screen time.

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