A Singapore study using electroencephalography showed that infants who spent more time on screens had increased electrocortical activity and worse executive functions later in life, such as memory, attention, and inhibition, than those who had less screen exposure. The researchers warned that screen time in early life might affect children’s learning and behaviour.
The Rising Concern
In the rapidly evolving digital landscape, the ubiquity of electronic devices among infant children has reached unprecedented levels. This surge in screen time has been linked to a myriad of negative outcomes in young children. High levels of screen time in children under the age of two have been linked to the development of a sedentary lifestyle later in life, which is then associated with obesity, high blood pressure, and poorer mental health. Moreover, excessive screen time has also been associated with reduced academic performance and diminished cognitive abilities and development, particularly in language development, reading skills, and short-term memory.
Alarmingly, on average, infants aged 6 to 18 months are now exposed to 2 to 3 hours of screen time daily, far exceeding the recommendation by the American Academy of Pediatrics. Consequently, understanding and mitigating the influence of screen time on infant neurodevelopment have become paramount in curbing potential adverse health outcomes.
A Closer Look at Brain Activity
The Asian cohort study- Growing Up in Singapore Toward Healthy Outcomes (GUSTO), employed a multifaceted approach to assess the impact of screen time on infant neurodevelopment. When the child was 12 months of age, parents noted the amount of time their child spent in front of screens- less than one hour, one to two hours, two to four hours and more than four hours. At 18 months, they measured the children’s brain activity using electroencephalography (EEG). At nine years old, the children took part in various tests to measure attention span and executive functioning.
Executive functions refer to a set of cognitive skills that are essential for managing tasks, controlling impulses, and solving problems. They include attention, working memory, cognitive flexibility, and inhibitory control. Attention, a key component of executive functions, is the ability to focus on specific stimuli while ignoring others. It plays a crucial role in learning, memory, and overall cognitive performance.
As early as 18 months, the impact of screen time on brain activity can already be observed through EEG. These changes mediate the relationship between infant screen time and executive functioning at nine years old.
Findings and Implications
Independently, screen time at 12 months was associated with attention problems, general executive functioning, inhibition, and working memory recall at nine years old. Additionally, for every hour increase in screen time, there was a reduction in scores for each task, which ultimately amounted to a notable reduction of 1.42 scaled score points on the Developmental Neuropsychological Assessment, second edition (NEPSY-II). The NEPSY-II measures three core executive function components: naming inhibition, shifting, and working memory, and an average score of 10.
The study also examines the changes and influence of brain activity to screen time and cognitive outcomes. At 12 months, the EEG relative theta and theta/beta ratio increased linearly with increasing screen time. Also, as the relative theta and theta/beta ratios increase, the poorer the performance in executive functioning. This is significant as relative theta and theta/beta ratios of the frontocentral and parietal electrodes were associated with each of the laboratory-based executive function tasks. These regions are associated with higher cognitive functions like decision-making, problem-solving, emotional control, and processing of sensory information such as understanding spatial orientation and language processing.
Is screen time all bad?
Controlled and purposeful screen time can actually offer benefits for young children and infants. Studies have shown that interactive digital media can support early childhood development by enhancing cognitive and language skills through engaging activities tailored to their developmental stage. Furthermore, exposure to creative digital content has been linked to fostering imagination and innovation in young minds.
In light of these findings, it’s crucial to limit screen time for infants and encourage more real-life social interactions. Experts emphasise the importance of parental monitoring and guidance in navigating digital media consumption. Caregivers should be aware of the potential impacts of screen time on infants’ neurodevelopment. Thereafter, they should make conscious efforts to engage in reciprocal interactions with them. Parents and caregivers play a crucial role in ensuring that screen time is balanced and appropriate, monitoring the content their children are exposed to, and actively engaging with them to help them understand and learn from their digital experiences. By actively participating in their children’s digital activities, parents can maximise the potential benefits while minimising the potential risks associated with excessive screen time. This will not only regulate the infant’s physiology but also contribute to their cognitive, social, and emotional growth.
Conclusion
The study highlights the profound impact of infant screen time on neurodevelopment and cognitive abilities. Excessive screen exposure may impede cognitive development by substituting real-world social interactions which are essential for developing executive functions. Infants, being early-stage media users, respond differently to stimuli on 2-dimensional screens and struggle to focus on relevant stimuli. Interpreting multiple new sensory inputs from the device requires significant mental effort from infants, especially in activating orienting reflexes. However, without the ability to regulate this effort, the development of the executive control system could be hindered during the early years.
References
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