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The relation between individual usage of a screen and young kids’ emotional and social
growth

Student’s Name

Professor’s Name

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Date
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The relation between individual usage of a screen and young kids’ emotional and social
growth

Introduction

In my research proposal, I investigate screen time's impact on small kids’ emotional and

social growth (from birth to twelve years old). This includes the time spent using iPads and other

tablets, laptops, televisions, game consoles, and smartphones. The time spent using screen-based

media devices, such as computers, smartphones, video games, tablets, televisions, and laptops, is

referred to as screen time (Canadian Paediatric Society, 2011)., "Emotional and social growth"

refers to kids' ability to control and express their feelings and build intimate relationships with

adults and children. This approach is also based on the premise that early emotional and social

learning experiences establish the foundation for several emotional and social attributes,

including trust, self-assurance, empathy, and the capacity for interpersonal relationships (Cohen

et al., 2005). Kids' emotional and social learning experiences substantially impact their

development and have been shown to enhance academic performance and personal development.

In light of this, I look into the claim that children's early exposure to screen-based media caused

a shift in their play from social to solitary. I also look into how to screen usage may affect young

children's social and emotional growth in this study.

Objective and Research question

The anticipated capstone project has two objectives. Its primary goal is to increase

awareness of how young children use screens, especially alone, and how it influences their

emotional and social growth. The next goal is to look at how parents influence their kids' screen

time consumption and develop methods for promoting kids' emotional and social growth while

also considering the prevalence and simplicity of screen-based technology. This study is
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important because it raises awareness of the possible risks associated with screen use among

early childhood educators and parents. Then it looks at how prevalent screen-based technology is

in our culture, the benefits of screen time, and advice for teachers and parents on how to

successfully integrate screen time into their students'  and learner's life in order to promote

emotional and social development.

The Research questions

What is the relation between individual usage of a screen and young kids’ emotional and social

growth?

How can parents affect how much time their kids spend on screens?

How can procreators make the most of screen time to promote their kids' emotional and social

growth?

Theoretical Background

The social-cultural theory of Vygotsky (1966), the ecological system theory of

Bronfenbrenner (1994), and the psycho-social theory of Erikson (1993) serve as the foundation

for my capstone project. I use Vygotsky's sociocultural theory, which is based on social

constructivism. I organized my analysis of the study using Bronfenbrenner's ecological systems

theory of human development to help readers better grasp socialization's critical role in

childhood growth (Bronfenbrenner, 1994; Vygotsky, 1966). Social constructivism concerns how

children's social and cultural experiences affect their knowledge acquisition. According to

Vygotsky (1966), toddlers’ growth depends on social play, especially socio-dramatic play; hence

it should be promoted in order to assist youngsters in comprehending their emotions and

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developing social skills. I am also influenced by Bronfenbrenner's (1994) ecological systems

theory as I investigate the various proximal processes that influence children's development

inside their microsystems, such as their contacts with screen-based devices and the social

patterns of interaction between child and parent. My research is based on Erik Erikson's (1993)

psycho-social theory, focusing on young children's emotional development stages. Erikson's

third stage of development—initiative vs guilt—is the one I chose since I thought it applied to

my project the most. This is because, at this time, children develop their emotional skills through

various active play activities like cooperative play, role-playing games, and fantasy play

(Erikson, 1993). I go into great detail regarding the sociocultural theory of Vygotsky from 1966,

the 1994 version of Bronfenbrenner's ecological systems theory, and the psycho-social theory of

Erikson from 1993.

Methodology

The kids in this research (51% male) started kindergarten and elementary in public

primary schools in 2019 in British Columbia (BC), Canada. TARGeT Kids! Enrolled normal

kids between the ages of 0 and 5 from primary healthcare facilities in the Greater Toronto Area.

The sample size was 2983 children. Parents' observations on their kids' screen use, health

practices, family income, and demographics were compared to educators' assessments of each

student's emotional and social development, which were gathered midway through the school

year (in February 2020). To assess screen time, the Childhood Experiences Questionnaire was

employed. Three factors, communication skills, emotional and social language, were compared

for emotional and social development using early childhood. For articles published up to August

2020. Systematic searches were conducted in PsycINFO, PubMed/Medline, and EMBASE.

Seven studies with sample sizes ranging from 30 to 2983 persons were eligible. The parents in
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this study gave their consent to research their children. The kids were all happy to participate in

this research proposal.

Statistical assessments

 Bivariate and Explanatory evaluations of each dependent and explanatory variable were

carried out. The impact of household income on kids’ screen time utilization was examined using

Pearson's Chi-square test. Then, to investigate the relationship between screen time and

emotional and social growth outcomes, three logistic regression models with generalizing

estimating equations (GEE) were constructed using STATA's 'xtlogit' function with the

'population average' option. GEE was used to estimate variance, and an interchangeable

correlation model was employed to take data clustering (i.e., kids nesting inside schools) into

consideration. The student Card was the cluster variable in use.

Structure of the questionnaire

The socio-demographic factors of this study include; Age, gender (male or female),

presence of siblings (yes or no), maximum educational level of parents (high school or less,

college or 2-year degree, and bachelor's or above), family income ( 500 CAD/month, 500-900

CAD/month, > 900 CAD/month), passive smoking (yes or no), and outdoor activities (less

than two h/day, more or equal to  2 h/day) were the socio-demographic factors of our study. Also

reported were details regarding the child's birth. Premature or full-term gestational weeks,

vaginal delivery or cesarean section, and birth weight were among these factors (small for

gestational age, appropriate for gestational age, and large for gestational age).

I chose this research method because the data acquisition for this research took place with

the fewest delays possible since quantitative research employs tests, questionnaires, and real-
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time data collection. Compared to other research approaches, the researcher evaluates the data

under examination very quickly. Researchers commonly examine controversial topics using

quantitative data because of confidentiality. This setting thereby reduces the likelihood of

producing erroneous data.

Drawbacks of the research method

Because the researcher may not be able to conduct the study in the volunteers' typical

environment, it may appear artificial and constrained. Participants' responses were recorded;

thus, they might not represent how they would act in real life.

In contrast to qualitative research, questionnaires have a limited number of replies, making it

impossible to understand participants' behaviors, opinions, and motivations.

Monetary consideration is needed because the quantitative approach can be costly.

Literature review

The age 0 to 4 years

The most common form of screen time for kids under two is exposure to background

television, in which the TV is on in the background while the youngster is absorbed with

something else. Infants only glance at screens for brief periods, and their brain development

prevents them from learning effectively from the two-dimensional media. Additionally, the

absence of crucial three-dimensional elements and learning signals like depth in computer

visuals makes it challenging for children to translate what they see on a screen to reality.

Therefore, despite items labeled as educational, this age group's use of screens is mostly passive;
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hence it should be considered something other than such. There is considerable agreement that

early screen exposure negatively impacts early childhood executive function tests. On tests of

thinking, problem-solving, and language ability, young youngsters who were often exposed to

screens every day when they were babies performed worse and had more trouble regulating their

emotions. Regardless of the heterogeneity in the parts of executive functioning that seem to be

impacted, the study methods used make it challenging to rule out other variables or establish

causation. According to a recent study, children in the UK, the US, and the Netherlands who

were four-year-olds who were regularly exposed to screens found it more difficult to resist the

urge to touch an alluring object when evaluated at the age of fourteen but showed no issues on

tests of memory or creative thinking. However, population research in Singapore found a

connection between more television exposure among infants between the ages of 12 and 18

months and less favorable social development by the time they were four. The detrimental

impacts of screen use in this age range are believed to be caused by television in the background

substituting child-adult dialogue and playing since infants cannot interact with screens and learn

best through live encounters meaningfully.

Screen time serves as an ineffective detour so that babysitters can focus on other tasks,

and caregivers and parents who watch adult-directed television within the same environment as

their kids are likely to blame for this. Language development is moderately hampered, which is

the relationship between newborn screen time and development that is most frequently

mentioned. When the television is on, parents tend to speak to their kids less, and kids subjected

to television in the background verbalize less and use fewer words. On the other hand, kids that

have verbal interaction with their mothers while watching television perform better. Children
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under two may experience fewer adverse effects from screen time if caregivers are aware of the

impacts of their usage of screens and actively engage in their young children's development.

The age two to five years

Children may understand more of what they are watching by the time they are two and a

half, and screen time becomes more of a participatory activity. The current information reflects

the complexity of the relationships that link the use of screens and growth in this age group. For

instance, according to the Growing Up in Canada study, more screen usage was associated with

subpar task performance intended to evaluate a four-year-ability to resist temptation. It did not,

however, forecast a measure of inattention or hyperactivity. Furthermore, some extensive studies

have found links between surpassing recommended screen time and a higher likelihood of

behavioral issues. If children who already display challenging behaviors are watching screens

more frequently because their caregivers utilize them as a soothing effect tool, part of this could

be explained (particularly inattention). While it is frequently difficult to generalize from one

study's findings to another, it is possible to do so when general trends are taken into account. In

general, enabling children to consistently use screens without adult supervision has a detrimental

effect on development, but these effects are often mild. Cartoons and other non-educational

programs may have a negative impact on executive functions, especially in self-regulation and

attention, probably because young brains find it difficult to understand unrealistic and

unexpected occurrences. Content and presentation are the main determining factors. Preschoolers

can also pick up early literacy, arithmetic, and scientific abilities from interactive, suitably paced

educational content, like some games, played on touchscreen devices and television shows like

Sesame Street. They can also develop excellent social skills.

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Youngsters may become accustomed to continuous "stimulation overload" from noisy

and colorful media, which makes it more difficult for them to concentrate on the often

uninteresting real world, explaining the detrimental impacts of non-educational screen time;

alternatively, it could be the case that screen time is taking the place of activities like toy play

that are better suited to fostering focused attention. A growing body of research shows that

increased screen use is linked to anatomical changes in the brain's language, literacy, and

executive function regions. Additionally, there are some signs that boys are more negatively

impacted than girls regarding social development. This could be because boys spend more time

playing games on electronic devices than interacting with specifically pro-social content that

encourages empathy and concern for others. In addition to information, careful adult

participation is crucial. Unsupervised screen time puts kids at risk for attention and social

interaction problems. In contrast, caregiver co-viewing and interaction have repeatedly been

demonstrated to increase kids' learning from television and touchscreen media. Children between

the ages of two and five are significantly influenced by caregivers' screen behaviors, much like

newborns.

The elementary to middle school years (age five to 12 years)

Kids have more control over the content of their screen usage as they get older. As

activity changes toward social networking, video gaming, and independent internet use, children

in this age range begin to interact with screens in more diverse ways. The screen time type and

content significantly impact results; however, there have been broad connections with executive

functions and behavioral issues like inattention and hyperactivity. In general, passive screen

time, such as watching television or movies, is seen to have detrimental impacts. However,

interactive screen time, such as using computers or other comparable media, is thought to have
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good effects. One study, for instance, found a negative relationship between watching television

and watching videos and children's numeracy skills, executive functioning, and social

development. However, interactive smartphone or computer use was linked to greater language

and science performance.

Children aged seven to ten are linked to violence, poor attention skills, and hyperactivity

when they spend several hours a day watching television, watching movies, or playing video

games. This association may be caused by exposure to peer content that is not appropriate for

their age. The results of gaming are not all bad, though, and there is some evidence of a

bidirectional effect (i.e., youngsters with more attention problems go on to spend more time

playing video games, and vice versa

Screen time in this age group is also influenced by using electronic devices at school. A

growing number of schools require students to bring their own devices to class in order to use

electronic media (often referred to as Bring Your Own Device (abbreviated as "BYOD"). The

scope of this evidence brief does not allow for a thorough examination of BYOD or school-based

screen use; however, it ought to be highlighted that children's entire screen exposure includes use

at school. An analysis of global research in 2019 found that using devices in schools had

modestly positive effects on math, science, and literacy. Findings were contradictory, and other

research claimed there was no advantage. In this domain, academic success is the sole subject of

the majority of the study. However, a Canadian study on the relationship between classroom

digital technology use and social progress found that there are both beneficial and detrimental

influences on emotional and social development abilities like collaboration, persistence, and self-

control persistence and that the effectiveness of these effects is highly dependent on the way

educators plan as well as carry out tasks that are screen-based.

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For kids of this age who are learning to manage their free time independently, the timing

of recreational screen use is important. Playing video games and watching television are linked

to less sleep, and using screens in general before bed might have a negative impact on academic

achievement. Poor behavior is itself predicted by little sleep. Even though it might be difficult to

distinguish the impacts of screen time from the kid's broader habits and surroundings, the type of

content being viewed and the relationship between screen time and sleep are significant.

Limitations

I chose restrictions as the focus of my study's developmental areas. Instead of

concentrating on how screen time affects kids' emotional and social development, I should have

looked at potential links between screen time and other developmental domains, such as physical

or cognitive development. Finally, by reading the existing literature on screen time and social-

emotional development, I found a variety of research on television use and early childhood. But

the results of my study were only applicable to other screen-based gadgets, such as smartphones

and tablets.

Conclusion

My research has discovered a connection between early screen use that exceeds the daily

recommended limit and developmental susceptibility. More precisely, daily screen use above an

hour was linked favorably to emotional and social developmental vulnerability in terms of

health. Screen use also has positive effects on children’s emotional and social growth as it can be

used during learning sessions

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mental health in childhood: a population-based linkage study. Child Psychiatry & Human

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