Early Literacy Research Library (ELRL) - Article

Effects of mobile device use on emotional and behavioral problems in the CBCL among preschoolers: Do shared reading and maternal depression matter?

Wu, H.Y., Lin, W.Y., Huang, J.P., Lin, C.L., Au, H.K., Lo, Y.C., Chien, L.C., Chao, H.J. and Chen, Y.H. (2023). Effects of mobile device use on emotional and behavioral problems in the CBCL among preschoolers: Do shared reading and maternal depression matter?. Plos one, 18(7), e0280319.,

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Publication year

2023

study description

Cross-Sectional

core topic(s)

Early Literacy , Early Relational Health , Shared Reading

Population Characteristics

International , Toddler/Preschool

Exposures, Outcomes, Other

Child Behaviors and Skills , Home Language/Literacy/Learning Environment , Home Routines , Mental Health , Parent Behaviors and Skills , Parent-Child Relationships/Interactions , Social-Emotional


objectives

This study examined the effects of mobile devices and shared reading on preschoolers’ development along with the effects of maternal depression on this association.

exposure

Mobile devices and shared reading

outcomes evaluated

Effects of mobile devices and shared reading on preschoolers’ development along with the effects of maternal depression

setting

Taiwan

methods

Mothers of children aged 2–5 years were recruited in Taiwan. Maternal self-reported questionnaires on mobile device usage, shared reading, and child’s emotional and behavioral development were collected. Multiple linear regression models were used for analyses.

sample size

N=202 mothers with children between the age of 2-5

measures

– Children’s emotional and behavioral problems: assessed using the Child Behavior Checklist (CBCL) for ages 1.5-5 which comprises seven syndrome scales, including emotionally reactive (e.g., show panic for no good reason), anxious/depressed (e.g., gets too upset when separated from parents), somatic complaints (e.g., aches or pains [without medical cause; do not include stomach or headaches]), Withdrawn (e.g., acts too young for age), attention problems (e.g., can’t concentrate, can’t pay attention for long), aggressive behavior(e.g., gets in many fights), and sleep problems(e.g., has trouble getting to sleep).
– Use of mobile devices: mothers were asked to provide the time (hh:mm) they and their child spent on mobile devices on weekdays and weekends.
– Parent–child shared reading: A structured instrument to assess parent–child shared reading was developed based on the literature and meetings with professional experts in child development and maternal and child health areas.
– Maternal depression was assessed using Edinburgh Postnatal Depression Scale (EPDS)
– Sociodemographic characteristics (child’s age and sex, parity, and maternal age and educational level) were collected.
– Maternal anxiety using State-Trait Anxiety Inventory (STAI) and parental stress were assessed

results

Mothers’ higher usage time on mobile devices and an education level of college or less were significantly associated with the child’s exceeding recommended use of mobile devices. Particularly among depressed mothers, preschoolers’ exceeding recommended use of mobile devices was associated with more sleep (β = 9.87, 95% confidence interval [CI] = 1.34, 18.40) and attention (β = 7.20, 95% CI = 1.50, 12.91) problems, whereas shared reading was associated with less somatic complaints (β = −16.19, 95% CI = −32.22, −0.15) and withdrawn (β = −21.50, 95% CI = −40.52, −2.47), compared with their respective counterparts.

conclusions

Our study suggested the beneficial effects of shared reading. Moreover, we highlighted the adverse effects of preschoolers’ exceeding recommended use of mobile device on sleep and attention problems, especially for children of mothers with depression.

limitations

First, the study recruited mother–child pairs of a higher socioeconomic status than families with a singleton child aged 2–5 years old from the source population using the non-probability sampling (both parents were required in LEAPP-HIT project though which participants were recruited). Second, information on mobile device use and shared reading was only obtained from mothers but not fathers or other caregivers.

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