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Language Development  \nRiikka Mustonen *, Ritva Torppa and Suvi Stolt   \nCitation: Mustonen, R.; Torppa, R.; Stolt, S. Screen Time of  \nPreschool-Aged Children and Their Mothers, and Children's Language Development. Children 2022, 9, 1577 . [https://doi.org/10.3390/](https://doi.org/10.3390/)[ ](https://doi.org/10.3390/)children9101577  \nAcademic Editors: Irene Cadime, Iolanda Ribeiro and Maria Luisa Lorusso  \nReceived: 30 September 2022  \nAccepted: 14 October 2022  \nPublished: 18 October 2022  \nPublisher's Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.  \nCopyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ([https://](https://)[ ](https://)[creativecommons.org/licenses/by/](creativecommons.org/licenses/by/)[ ](creativecommons.org/licenses/by/)[4.0/](4.0/)) .  \nDepartment of Psychology and Speech-Language Pathology, Faculty of Medicine, University of Helsinki, P.O. Box 21, 00014 Helsinki, Finland  \n* Correspondence: riikka.mustonen@helsinki.fi  \nAbstract: Although children's increased screen time has been found to associate with poorer language development, it is open to question which part of language ability screen time specifically associates with. Our aim was to examine the association between children's screen time (alone and together with a parent), mothers' screen time, and the different domains of children's language skills. Mothers reported their children's (N = 164, aged 2.5 to 4.1 years) screen time and their own on a weekday anda day off. Children's lexical, phonological, morphological, receptive, and general language abilities were measured using validated tests. The connections between children's and mothers' screen time and children's language skills were analyzed using correlation analyses and linear regression models. The more the children used screen time alone, or the greater the amount of the mothers' screen time, the weaker the children's lexical and general language abilities when the children's age, maternal education level, and birth order were controlled for. We also found cumulative, negative links to the children's lexical and general language abilities when the amount of their screen time alone and the amount of the mothers' screen time were simultaneously included in the regression model. The results suggest that it is important to restrict both children's screen time spent alone and mothers'screen time.  \nKeywords: screen use; digital devices; co-view; lexical skills; language ability  \n1. Introduction  \nThe definition of screen time includes time spent using multiple devices such as the TV, mobile devices, computers, and game consoles [1] . The American Academy of Pediatrics and the World Health Organization recommend no more than one hour of screen time for two-to four-year-old children, preferably educational content, viewed together with a parent [2,3] . However, the average screen time of children often exceeds recommendations. For example, the average amount of screen time of American children aged two to four was 150 min per day [1] . In a Finnish study, the average screen time of children aged three to six was 111 min per day [4] . Early childhood is a critical phase for language acquisition. During the early years, the different domains of language (i.e., lexicon—vocabulary; phonology—the ability to use phonemes based on the rules of one's native language; morpho-syntax—the ability to use and comprehend inflections and sentence structures based on the rules of one's native language; pragmatics—the ability to use language that is typical of the language context in question) are acquired through interaction with adults. The current concern is that screen time reduces the amount and quality o","cbCaibi0gqtropXJ","https://ap.wps.com/l/cbCaibi0gqtropXJ","pdf",500575,13,"English","# Introduction\n## Screen time definitions and guidelines\n## Screen time and early language acquisition\n## Co-viewing effects and research gaps","[{\"question\":\"What was the study’s main goal regarding screen time and language development?\",\"answer\":\"To examine how children’s screen time (alone and with a parent) and mothers’ screen time relate to different domains of children’s language skills.\"},{\"question\":\"How were children’s language abilities measured in this study?\",\"answer\":\"Children’s lexical, phonological, morphological, receptive, and general language abilities were measured using validated language tests.\"},{\"question\":\"What did the results show about screen time alone and mothers’ screen time?\",\"answer\":\"More children’s screen time alone, and greater mothers’ screen time, were associated with weaker children’s lexical and general language abilities after controlling for key background factors.\"}]","Screen Time of Preschool-Aged Children and Their Mothers - and Children's Language Development | PDF",1790628050,33]