Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires

Autores
Gago Galvagno, Lucas Gustavo; Castillo, Maria del Pilar; Fernández, Marcos Ariel; Tabullo, Angel Javier; Miller, Stephanie Elisabeth; Elgier, Angel Manuel; Azzollini, Susana Celeste
Año de publicación
2024
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Background. Screen time has increased, with more frequent use at younger ages during the developmental process. International pediatric associations recommend that its use be minimal before three years of age. However, several studies have shown that in this age range, its use is for at least one hour per day, and in general without the accompaniment of an adult and with no consideration of age-appropriate content. Furthermore, negative associations between screen use in hours and minutes were reported with different cognitive abilities (e.g., language, executive functions, attention, memory) during this period. Many of the studies carried out on associations between these variables used questionnaires or parental reports. This is why it becomes important to study how screen time is associated with early interactions between primary caregiver and toddlers and with early cognitive skills, using measures that observe behavior directly, and in a non-WEIRD sample [a WEIRD population is White, Educated, Industrialized, Rich, and Democratic – ed.] from low-to-medium SES backgrounds in Latin America. This could generate interventions to promote early cognitive development, and evaluate what type of responsible use can be provided for screen consumption in the early years.Objective. To describe the use of screens in toddlers of low-to-medium SES, compare caregiver–toddler interactions when engaged in play with digital or physical stimuli (with screens or toys), and examine screen use associations with regulation, early communication skills, and sociodemographic variables.Design. A mixed quantitative research sample was of 33 dyads of low-to-medium-SES primary caregivers and toddlers from 12 to 36 months (M.age = 27.2 months, SD = 7.04, female = 16) from Buenos Aires, Argentina. Sociodemographic and screen use questionnaires, cognitive tasks of regulation and communication, and two free-play sessions of six minutes (i.e., with toys and screens) were used.Results. Caregivers reported that their toddlers were exposed to TV, background TV, and cell phones for more than one hour per day with different content types. Caregivers generally preferred toys to screens, had a negative view of screens, and reported using them to distract their toddlers. Play sessions with toys promoted more verbal and non-verbal interactions between caregivers and toddlers, and these interactions were positively related to cognition. Also, TV use had differential correlations with toddlers’ interactions depending on whether it involved verbal or non-verbal communication. Finally, negative associations of TV and background TV with cognitive and socioeconomic variables were found.Conclusion. It would be important to encourage participation in traditional games or other face-to-face interaction activities and develop interventions focused on parent education-related screen use, child development, and tips for engaging in quality interactions with toddlers.
Fil: Gago Galvagno, Lucas Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; Argentina
Fil: Castillo, Maria del Pilar. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; Argentina
Fil: Fernández, Marcos Ariel. Universidad de Buenos Aires; Argentina
Fil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Miller, Stephanie Elisabeth. University of Mississippi; Estados Unidos
Fil: Elgier, Angel Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; Argentina
Fil: Azzollini, Susana Celeste. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana; Argentina
Materia
Toys
Screens
Parent-child interaction
Regulation
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/263734

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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos AiresGago Galvagno, Lucas GustavoCastillo, Maria del PilarFernández, Marcos ArielTabullo, Angel JavierMiller, Stephanie ElisabethElgier, Angel ManuelAzzollini, Susana CelesteToysScreensParent-child interactionRegulationhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Background. Screen time has increased, with more frequent use at younger ages during the developmental process. International pediatric associations recommend that its use be minimal before three years of age. However, several studies have shown that in this age range, its use is for at least one hour per day, and in general without the accompaniment of an adult and with no consideration of age-appropriate content. Furthermore, negative associations between screen use in hours and minutes were reported with different cognitive abilities (e.g., language, executive functions, attention, memory) during this period. Many of the studies carried out on associations between these variables used questionnaires or parental reports. This is why it becomes important to study how screen time is associated with early interactions between primary caregiver and toddlers and with early cognitive skills, using measures that observe behavior directly, and in a non-WEIRD sample [a WEIRD population is White, Educated, Industrialized, Rich, and Democratic – ed.] from low-to-medium SES backgrounds in Latin America. This could generate interventions to promote early cognitive development, and evaluate what type of responsible use can be provided for screen consumption in the early years.Objective. To describe the use of screens in toddlers of low-to-medium SES, compare caregiver–toddler interactions when engaged in play with digital or physical stimuli (with screens or toys), and examine screen use associations with regulation, early communication skills, and sociodemographic variables.Design. A mixed quantitative research sample was of 33 dyads of low-to-medium-SES primary caregivers and toddlers from 12 to 36 months (M.age = 27.2 months, SD = 7.04, female = 16) from Buenos Aires, Argentina. Sociodemographic and screen use questionnaires, cognitive tasks of regulation and communication, and two free-play sessions of six minutes (i.e., with toys and screens) were used.Results. Caregivers reported that their toddlers were exposed to TV, background TV, and cell phones for more than one hour per day with different content types. Caregivers generally preferred toys to screens, had a negative view of screens, and reported using them to distract their toddlers. Play sessions with toys promoted more verbal and non-verbal interactions between caregivers and toddlers, and these interactions were positively related to cognition. Also, TV use had differential correlations with toddlers’ interactions depending on whether it involved verbal or non-verbal communication. Finally, negative associations of TV and background TV with cognitive and socioeconomic variables were found.Conclusion. It would be important to encourage participation in traditional games or other face-to-face interaction activities and develop interventions focused on parent education-related screen use, child development, and tips for engaging in quality interactions with toddlers.Fil: Gago Galvagno, Lucas Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; ArgentinaFil: Castillo, Maria del Pilar. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; ArgentinaFil: Fernández, Marcos Ariel. Universidad de Buenos Aires; ArgentinaFil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; ArgentinaFil: Miller, Stephanie Elisabeth. University of Mississippi; Estados UnidosFil: Elgier, Angel Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; ArgentinaFil: Azzollini, Susana Celeste. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana; ArgentinaRussian Psychological Society2024-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/263734Gago Galvagno, Lucas Gustavo; Castillo, Maria del Pilar; Fernández, Marcos Ariel; Tabullo, Angel Javier; Miller, Stephanie Elisabeth; et al.; Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires; Russian Psychological Society; Psychology in Russia; 17; 4; 12-2024; 39-592307-2202CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://psychologyinrussia.com/volumes/index.php?article=12866info:eu-repo/semantics/altIdentifier/doi/10.11621/pir.2024.0403info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:47:09Zoai:ri.conicet.gov.ar:11336/263734instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:47:10.015CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
title Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
spellingShingle Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
Gago Galvagno, Lucas Gustavo
Toys
Screens
Parent-child interaction
Regulation
title_short Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
title_full Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
title_fullStr Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
title_full_unstemmed Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
title_sort Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires
dc.creator.none.fl_str_mv Gago Galvagno, Lucas Gustavo
Castillo, Maria del Pilar
Fernández, Marcos Ariel
Tabullo, Angel Javier
Miller, Stephanie Elisabeth
Elgier, Angel Manuel
Azzollini, Susana Celeste
author Gago Galvagno, Lucas Gustavo
author_facet Gago Galvagno, Lucas Gustavo
Castillo, Maria del Pilar
Fernández, Marcos Ariel
Tabullo, Angel Javier
Miller, Stephanie Elisabeth
Elgier, Angel Manuel
Azzollini, Susana Celeste
author_role author
author2 Castillo, Maria del Pilar
Fernández, Marcos Ariel
Tabullo, Angel Javier
Miller, Stephanie Elisabeth
Elgier, Angel Manuel
Azzollini, Susana Celeste
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv Toys
Screens
Parent-child interaction
Regulation
topic Toys
Screens
Parent-child interaction
Regulation
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Background. Screen time has increased, with more frequent use at younger ages during the developmental process. International pediatric associations recommend that its use be minimal before three years of age. However, several studies have shown that in this age range, its use is for at least one hour per day, and in general without the accompaniment of an adult and with no consideration of age-appropriate content. Furthermore, negative associations between screen use in hours and minutes were reported with different cognitive abilities (e.g., language, executive functions, attention, memory) during this period. Many of the studies carried out on associations between these variables used questionnaires or parental reports. This is why it becomes important to study how screen time is associated with early interactions between primary caregiver and toddlers and with early cognitive skills, using measures that observe behavior directly, and in a non-WEIRD sample [a WEIRD population is White, Educated, Industrialized, Rich, and Democratic – ed.] from low-to-medium SES backgrounds in Latin America. This could generate interventions to promote early cognitive development, and evaluate what type of responsible use can be provided for screen consumption in the early years.Objective. To describe the use of screens in toddlers of low-to-medium SES, compare caregiver–toddler interactions when engaged in play with digital or physical stimuli (with screens or toys), and examine screen use associations with regulation, early communication skills, and sociodemographic variables.Design. A mixed quantitative research sample was of 33 dyads of low-to-medium-SES primary caregivers and toddlers from 12 to 36 months (M.age = 27.2 months, SD = 7.04, female = 16) from Buenos Aires, Argentina. Sociodemographic and screen use questionnaires, cognitive tasks of regulation and communication, and two free-play sessions of six minutes (i.e., with toys and screens) were used.Results. Caregivers reported that their toddlers were exposed to TV, background TV, and cell phones for more than one hour per day with different content types. Caregivers generally preferred toys to screens, had a negative view of screens, and reported using them to distract their toddlers. Play sessions with toys promoted more verbal and non-verbal interactions between caregivers and toddlers, and these interactions were positively related to cognition. Also, TV use had differential correlations with toddlers’ interactions depending on whether it involved verbal or non-verbal communication. Finally, negative associations of TV and background TV with cognitive and socioeconomic variables were found.Conclusion. It would be important to encourage participation in traditional games or other face-to-face interaction activities and develop interventions focused on parent education-related screen use, child development, and tips for engaging in quality interactions with toddlers.
Fil: Gago Galvagno, Lucas Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; Argentina
Fil: Castillo, Maria del Pilar. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; Argentina
Fil: Fernández, Marcos Ariel. Universidad de Buenos Aires; Argentina
Fil: Tabullo, Angel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Miller, Stephanie Elisabeth. University of Mississippi; Estados Unidos
Fil: Elgier, Angel Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana; Argentina. Universidad de Buenos Aires; Argentina
Fil: Azzollini, Susana Celeste. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana; Argentina
description Background. Screen time has increased, with more frequent use at younger ages during the developmental process. International pediatric associations recommend that its use be minimal before three years of age. However, several studies have shown that in this age range, its use is for at least one hour per day, and in general without the accompaniment of an adult and with no consideration of age-appropriate content. Furthermore, negative associations between screen use in hours and minutes were reported with different cognitive abilities (e.g., language, executive functions, attention, memory) during this period. Many of the studies carried out on associations between these variables used questionnaires or parental reports. This is why it becomes important to study how screen time is associated with early interactions between primary caregiver and toddlers and with early cognitive skills, using measures that observe behavior directly, and in a non-WEIRD sample [a WEIRD population is White, Educated, Industrialized, Rich, and Democratic – ed.] from low-to-medium SES backgrounds in Latin America. This could generate interventions to promote early cognitive development, and evaluate what type of responsible use can be provided for screen consumption in the early years.Objective. To describe the use of screens in toddlers of low-to-medium SES, compare caregiver–toddler interactions when engaged in play with digital or physical stimuli (with screens or toys), and examine screen use associations with regulation, early communication skills, and sociodemographic variables.Design. A mixed quantitative research sample was of 33 dyads of low-to-medium-SES primary caregivers and toddlers from 12 to 36 months (M.age = 27.2 months, SD = 7.04, female = 16) from Buenos Aires, Argentina. Sociodemographic and screen use questionnaires, cognitive tasks of regulation and communication, and two free-play sessions of six minutes (i.e., with toys and screens) were used.Results. Caregivers reported that their toddlers were exposed to TV, background TV, and cell phones for more than one hour per day with different content types. Caregivers generally preferred toys to screens, had a negative view of screens, and reported using them to distract their toddlers. Play sessions with toys promoted more verbal and non-verbal interactions between caregivers and toddlers, and these interactions were positively related to cognition. Also, TV use had differential correlations with toddlers’ interactions depending on whether it involved verbal or non-verbal communication. Finally, negative associations of TV and background TV with cognitive and socioeconomic variables were found.Conclusion. It would be important to encourage participation in traditional games or other face-to-face interaction activities and develop interventions focused on parent education-related screen use, child development, and tips for engaging in quality interactions with toddlers.
publishDate 2024
dc.date.none.fl_str_mv 2024-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/263734
Gago Galvagno, Lucas Gustavo; Castillo, Maria del Pilar; Fernández, Marcos Ariel; Tabullo, Angel Javier; Miller, Stephanie Elisabeth; et al.; Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires; Russian Psychological Society; Psychology in Russia; 17; 4; 12-2024; 39-59
2307-2202
CONICET Digital
CONICET
url http://hdl.handle.net/11336/263734
identifier_str_mv Gago Galvagno, Lucas Gustavo; Castillo, Maria del Pilar; Fernández, Marcos Ariel; Tabullo, Angel Javier; Miller, Stephanie Elisabeth; et al.; Dyadic Interactions, Communication and Regulation Skills: Associations with Screen Use in Toddlers from Buenos Aires; Russian Psychological Society; Psychology in Russia; 17; 4; 12-2024; 39-59
2307-2202
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://psychologyinrussia.com/volumes/index.php?article=12866
info:eu-repo/semantics/altIdentifier/doi/10.11621/pir.2024.0403
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc/2.5/ar/
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Russian Psychological Society
publisher.none.fl_str_mv Russian Psychological Society
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reponame_str CONICET Digital (CONICET)
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instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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