Learn more here:
Key highlights:
Over the course of three years, we longitudinally studied a sample of 315 children at the ages of 3.5, 4.5 and 5.5 years in Nova Scotia. Parents reported how much time their child spent using tablets on average every day, and reported how frequently their child expressed anger and frustration in the context of their daily routines.
Children in our sample spend on average 55 minutes (0.92 hours) per day using tablets at age 3.5, 57 minutes (0.95 hours) per day using tablets at 4.5, and 60 (one hour) per day using tablets at age 5.5.
We found that for every 73 minutes (1.22 hours) increase in tablet use at the age of 3.5 years, there was a significant increase in expressions of anger and frustration at age 4.5. Children who expressed anger and frustration more frequently at age 4.5 then increased their tablet time at age 5.5 by 17 minutes (0.28 hours).
Our study’s rigorous design also allowed us to compare each child to themselves over time. That means they served as their own baseline control, which prevents other factors such as pre-existing individual differences (such as child sex and temperament) or differences in the quality of the family environment or socio-economic status from confounding the analyses.
For these reasons, three-year-olds who spend more hours using tablets may forfeit opportunities to do other activities— such as interactions with caregivers or free play with other children — that are essential for rehearsing and eventually mastering self-regulation. By the age of four, more frequent expression of anger also contributed to increases in tablet use, suggesting that early childhood tablet use could contribute to a vicious cycle over time.Results indicate that parents should closely monitor tablet use in the early preschool years. Parents should also avoid using tablets as a digital calming tool, especially with children who may be having trouble regulating their emotions and behaviour.
Finally, to improve emotional regulation skills, parents can ensure that children have sufficient opportunities to engage in activities that promote the development of emotion.