Acceso usuarios
[1]
;
Gago Galvagno, Lucas
[2]
;
Castillo, María del Pilar
[1]
;
Boscolo, Martina
[1]
;
Elgier, Ángel M.
[2]
;
Azzollini, Susana C.
[2]
Argentina
Argentina
A systematic review and a meta-analysis were carried out to evaluate the type of methodological design of the existing research and to analyze the relationship between screen use and children self-regulation through a statistical analysis of r coefficients. Studies published between 2011 and 2021 that delve into the contribution of technological devices to the self-regulation of typically developing infants were considered. Twenty different associations were found in studies conducted with a total of 13408 children (0-12-year-old). Results showed that most of the studies were of parental reports, and the longer the time of screen exposure, the lower the scores on the self-regulation behavioral and psychometric tests (screen time, n = 20; r = −0.18, 95% CI, −0.26 to −0.09), with high levels of interstudy heterogeneity. These findings show that it is necessary to include research from other countries and further analyze possible moderators.
Cognitive and emotional self-regulation are essential skills during the first years of life as they predict the later development of other cognitive skills, academic performance and the presence of psychopathology. As the exposure to technological devices has increased in recent years, both in adulthood and early childhood, it is important to meta-analyze studies on this topic to assess how their use is associated with early self-regulation. For this, a systematic review and meta-analysis was carried out with the research of the last 10 years (2011-2021) on the contribution of technological devices to the self-regulation of infants with typical development. There was a total of 13,408 children from 0 to 12 years of 20 different associations outcomes. Effect sizes were measured as correlations (r). The results showed that the more time in front of a screen (measured as range time in a typical day), the lower the scores on the self-regulation tests will be (screen time [n = 20; r = −0.18 (95% CI, −0.26 to −0.09], with higher levels of interstudy heterogeneity. There findings show that it is necessary to include research from another countries and analyze possible moderators.
A autorregulação cognitiva e emocional são habilidades essenciais durante os primeiros anos de vida, pois predizem o desenvolvimento posterior de outras habilidades cognitivas, o desempenho acadêmico e a presença de psicopatologia. Como a exposição a dispositivos tecnológicos tem aumentado nos últimos anos, tanto na fase adulta quanto na primeira infância, é importante meta-analisar estudos sobre esse tema para avaliar como seu uso está associado à autorregulação precoce. Para isso, foi realizada uma revisão sistemática e metanálise com a pesquisa dos últimos 10 anos (2011-2021) sobre a contribuição dos dispositivos tecnológicos para a autorregulação de bebês com desenvolvimento típico. Houve um total de 13.408 crianças de 0 a 12 anos de 20 diferentes desfechos de associações. Os tamanhos de efeito foram medidos como correlações (r). Os resultados mostraram que quanto mais tempo em frente a uma tela (medido como tempo de intervalo em um dia típico), menores serão os escores nos testes de autorregulação (tempo de tela [n = 20; r = -0,18 (95% IC, −0,26 a −0,09], com níveis mais altos de heterogeneidade interestudos. Os resultados mostram que é necessário incluir pesquisas de outros países e analisar possíveis moderadores.
