屏幕暴露的数量与质量之辩——屏幕暴露与学前儿童非认知能力的关系

The Quantity and Quality of Screen Exposure and Preschool Children’s Non-cognitive Skills

基于一项学前儿童的大规模调查数据,使用回归分析的统计方法,分析学前儿童的屏幕暴露与其在社会情感、学习方法等方面的非认知能力之间的关系。结果表明,一方面,学习类屏幕活动的时间与学前儿童的非认知能力之间存在积极的关系;另一方面,非学习类屏幕活动的时间与学前儿童的非认知能力之间呈消极的关系。还值得注意的是,屏幕时间与非认知能力的关系并不都是简单的线性关系。这表明,我们不应只关注孩子花在屏幕上的时间,更应注重高质量的屏幕使用。

This study examines the relationship between preschool children’s exposure to screen devices(time and types of activities)and their non-cognitive skills.Capitalizing on the survey data from Southeast China,we found that the relationship between screen time and children’s non-cognitive skills,measured by socioemotional skills and approaches to learning,depends on the type of screen-based activities.Specifically,while the time children spent on screen devices for pure entertainment is negatively related with their development in socioemotional skills and approaches to learning,the screen time of learning activities is positively related with those skills.Moreover,our results suggest that the relationship between screen time and non-cognitive skills is likely to be non-linear.Our study reveals the importance of considering the type of activities that a child does on a screen device than just the time per se when we examine how screen devices influence children’s development in today’s digital age.