Screen Time and Cognitive Outcomes in Extremely Preterm Children
Vohr et al. (2021) conducted a cohort study examining the relationship between screen time and various developmental outcomes in children born extremely preterm (EPT). The findings highlight the influence of high screen time on cognitive, executive, and behavioral functions at school age. This post reviews the study’s context, results, and implications for clinical and family practices.
Background
Children born at less than 28 weeks gestation face unique developmental challenges due to the complexities of extreme prematurity. As digital devices become increasingly present in daily life, their potential impact on these children’s development has garnered attention. This study aimed to explore how screen time interacts with cognitive and behavioral outcomes in EPT children, alongside other lifestyle factors such as physical activity and environmental settings.
Key Insights
- Impact on Cognitive Abilities: High screen time was associated with lower full-scale IQ scores in children evaluated at ages 6 to 7. These findings align with broader research linking excessive screen exposure to reduced cognitive performance.
- Executive Function Deficits: Increased screen time correlated with challenges in executive functions, including metacognition, inhibition, and attention regulation. Children in the high screen time group also exhibited elevated symptoms of inattention and impulsivity.
- Environmental Factors: The presence of a television or computer in the child’s bedroom contributed to further behavioral concerns, including hyperactivity and impulsivity, underscoring the role of environmental settings in shaping developmental outcomes.
Significance
This study highlights the potential risks of excessive screen time for children born extremely preterm. Given their heightened vulnerability to cognitive and behavioral difficulties, it underscores the need for targeted interventions and informed guidance for families. These findings also contribute to ongoing discussions about how digital environments intersect with early developmental trajectories.
Future Directions
The findings call for further research to understand how different types of screen use—educational versus recreational—affect developmental outcomes in EPT children. Additionally, studies could explore how parental involvement and structured routines might mitigate the negative effects of screen exposure in this population.
Conclusion
Vohr et al.’s (2021) research underscores the importance of managing screen time for children born extremely preterm. By recognizing the developmental risks associated with high screen exposure, clinicians and families can work together to create supportive environments that foster better cognitive and behavioral outcomes.
Reference:
Vohr, B. R., McGowan, E. C., Bann, C., Das, A., Higgins, R., Hintz, S., & Eunice Kennedy Shriver National Institute of Child Health and Human Development Neonatal Research Network. (2021). Association of High Screen-Time Use With School-age Cognitive, Executive Function, and Behavior Outcomes in Extremely Preterm Children. JAMA Pediatrics, 175(10), 1025-1034. https://doi.org/10.1001/jamapediatrics.2021.2041
