1 00:00:09,800 --> 00:00:13,920 Speaker 1: Hey, everybody, welcome to another edition of Wisdom Wednesdays. Now, 2 00:00:14,000 --> 00:00:17,320 Speaker 1: if you're a parent, if you remember having little kids, 3 00:00:17,960 --> 00:00:21,800 Speaker 1: I think we'll all remember the temptation of giving it 4 00:00:21,840 --> 00:00:25,759 Speaker 1: the iPad or the iPad nanny. But it turns out 5 00:00:25,800 --> 00:00:29,280 Speaker 1: that new research shows that this could be worse for 6 00:00:29,400 --> 00:00:33,000 Speaker 1: kids than we originally thought. So first of all, let's 7 00:00:33,040 --> 00:00:37,800 Speaker 1: start with recommendations around screen time. The World Health Organization 8 00:00:38,200 --> 00:00:42,199 Speaker 1: and the American Academy of Pediatrics have recommended that children 9 00:00:42,360 --> 00:00:46,720 Speaker 1: under five have a maximum of one hour of screen 10 00:00:46,840 --> 00:00:50,720 Speaker 1: time per day, and children under two should not have 11 00:00:51,000 --> 00:00:55,680 Speaker 1: any screen time at all. Now, unfortunately, there's very few 12 00:00:55,720 --> 00:01:00,160 Speaker 1: families that are meeting these guidelines. So at twenty twenty two, 13 00:01:00,400 --> 00:01:05,720 Speaker 1: meta analysis examining sixty three studies from a whole range 14 00:01:05,760 --> 00:01:09,680 Speaker 1: of countries found that only thirty six percent of children 15 00:01:09,840 --> 00:01:13,600 Speaker 1: under five and twenty five percent of children under two 16 00:01:14,160 --> 00:01:19,399 Speaker 1: meet these recommendations. Furthermore, the researchers thought that those figures 17 00:01:19,680 --> 00:01:24,400 Speaker 1: were likely to be under representative, as questioners of screen 18 00:01:24,480 --> 00:01:30,880 Speaker 1: time frequently underestimate screen time due to difficulties recalling how 19 00:01:30,959 --> 00:01:34,880 Speaker 1: much they actually watched, and because screen time is often 20 00:01:35,000 --> 00:01:40,720 Speaker 1: viewed negatively, leading parents to under report to what we 21 00:01:40,840 --> 00:01:45,680 Speaker 1: call social desirability bias. We want to actually fit in, 22 00:01:46,640 --> 00:01:51,160 Speaker 1: and less screen time would appear in previous research to 23 00:01:51,200 --> 00:01:55,120 Speaker 1: be better for developmental health. So on one previous study, 24 00:01:55,240 --> 00:01:58,600 Speaker 1: even thirty minutes to two hours of screen time per 25 00:01:58,680 --> 00:02:03,760 Speaker 1: day had association since with poorer developmental health compared the 26 00:02:03,880 --> 00:02:08,120 Speaker 1: durations of less than thirty minutes. And another study, the 27 00:02:08,240 --> 00:02:11,360 Speaker 1: risk of language delay in two year olds in Korea 28 00:02:11,880 --> 00:02:15,440 Speaker 1: was forty three percent higher with one to two hours 29 00:02:15,440 --> 00:02:18,520 Speaker 1: of screen time use per day, one hundred and seventy 30 00:02:18,600 --> 00:02:21,440 Speaker 1: four percent higher with two to three hours of screen 31 00:02:21,480 --> 00:02:25,160 Speaker 1: time use, and whopping two hundred and three percent higher 32 00:02:25,560 --> 00:02:28,760 Speaker 1: with kids who had over three hours of screen time 33 00:02:28,880 --> 00:02:34,000 Speaker 1: use a day. So this new research actually set out 34 00:02:34,160 --> 00:02:39,400 Speaker 1: to look at the effective screen time on the social 35 00:02:39,639 --> 00:02:43,800 Speaker 1: emotional development of children under the age of five, and 36 00:02:43,880 --> 00:02:49,079 Speaker 1: it was a systematic review just published in March twenty 37 00:02:49,360 --> 00:02:53,200 Speaker 1: and twenty five, And they basically did it due to 38 00:02:53,760 --> 00:02:57,840 Speaker 1: the increased amount of time that kids under the age 39 00:02:57,840 --> 00:03:01,000 Speaker 1: of five spend on electronic media and they want to 40 00:03:01,040 --> 00:03:05,360 Speaker 1: actually look and see what is the impact, and they 41 00:03:05,440 --> 00:03:08,360 Speaker 1: looked at three It was a meta analysis of three 42 00:03:08,680 --> 00:03:13,520 Speaker 1: large observational studies that included over twenty six thousand kids 43 00:03:13,600 --> 00:03:17,560 Speaker 1: under five, and they found that higher screen time was 44 00:03:17,600 --> 00:03:23,840 Speaker 1: associated with worse overall social emotional development. So one study 45 00:03:23,960 --> 00:03:28,080 Speaker 1: was conducted in Finland and China and one was conducted 46 00:03:28,120 --> 00:03:30,720 Speaker 1: in eight European countries, so we had a pretty good 47 00:03:30,760 --> 00:03:35,360 Speaker 1: spread in this and they used questioners to assess social 48 00:03:35,400 --> 00:03:43,080 Speaker 1: emotional development in four different domains hyperactivity, emotional problems, conduct 49 00:03:43,160 --> 00:03:47,800 Speaker 1: problems like rule breaking behaviors, and peer problems, interactions with 50 00:03:47,880 --> 00:03:51,800 Speaker 1: other kids, and social emotional development refers to the ability 51 00:03:51,840 --> 00:03:56,280 Speaker 1: to communicate emotions and establish connections with others and it's 52 00:03:56,320 --> 00:04:01,120 Speaker 1: a really important part of that front door low development 53 00:04:01,200 --> 00:04:04,400 Speaker 1: in young children. And what they actually found the highlights 54 00:04:04,440 --> 00:04:07,520 Speaker 1: of this study was that more time on screens and 55 00:04:07,640 --> 00:04:11,240 Speaker 1: whether it was television or tablets, were associated with the 56 00:04:11,320 --> 00:04:18,599 Speaker 1: following a thirty nine percent higher odds of hyperactivity, potentially 57 00:04:18,680 --> 00:04:21,800 Speaker 1: down the track leading to an ad it's D diagnosis. 58 00:04:22,120 --> 00:04:25,960 Speaker 1: And they also found a twenty one percent higher odds 59 00:04:26,000 --> 00:04:30,640 Speaker 1: of emotional problems and higher screen time was associated with 60 00:04:30,839 --> 00:04:35,440 Speaker 1: higher odds of conduct problems and problems interacting with peers, 61 00:04:35,920 --> 00:04:40,600 Speaker 1: But it was unclear whether those bits were statistically significant 62 00:04:40,839 --> 00:04:44,599 Speaker 1: due to some data discrepancies in the study, and the 63 00:04:44,680 --> 00:04:47,760 Speaker 1: researchers created one study is good quality and the other 64 00:04:47,800 --> 00:04:51,240 Speaker 1: two as fur quality. So we dive into the details 65 00:04:51,240 --> 00:04:54,240 Speaker 1: of this study. It turns out that screen content is 66 00:04:54,279 --> 00:04:59,920 Speaker 1: often fast paced and includes intense audio, visual effects and stimulation, 67 00:05:00,760 --> 00:05:04,159 Speaker 1: and the researches think that these high levels of stimulation 68 00:05:04,839 --> 00:05:09,680 Speaker 1: could make real life feel less interesting to children in comparison, 69 00:05:11,000 --> 00:05:15,520 Speaker 1: and then potentially that contributes to any attention and even 70 00:05:15,560 --> 00:05:19,280 Speaker 1: screens being in the background can affect children as well 71 00:05:19,560 --> 00:05:24,560 Speaker 1: as background screen time decrease social interactions with caregivers in 72 00:05:24,600 --> 00:05:28,800 Speaker 1: one other study, and this could hinder child social development 73 00:05:29,160 --> 00:05:34,160 Speaker 1: by decreasing opportunities to communicate and to build social skills. 74 00:05:34,640 --> 00:05:38,080 Speaker 1: And another thing that's a potential issue here is that 75 00:05:38,160 --> 00:05:44,320 Speaker 1: screens can potentially display sleep or disrupt it and also 76 00:05:44,440 --> 00:05:47,960 Speaker 1: displays physical activity because they are so captivating and anybody's 77 00:05:48,000 --> 00:05:51,560 Speaker 1: ever seen a young kid with a screen knows that 78 00:05:51,640 --> 00:05:55,200 Speaker 1: these things are so engaging for them. And the blue 79 00:05:55,360 --> 00:05:58,760 Speaker 1: white light of screens also can worsen sleep itself by 80 00:05:58,839 --> 00:06:04,120 Speaker 1: disrupting melotone production, and adequate sleep and adequate physical activity 81 00:06:04,400 --> 00:06:11,320 Speaker 1: are hugely important for social, social emotional development and all 82 00:06:11,360 --> 00:06:16,720 Speaker 1: of this is just an increasing problem in our time. Obviously, 83 00:06:16,760 --> 00:06:19,200 Speaker 1: when I was a kid, we didn't have that exposure 84 00:06:19,240 --> 00:06:21,680 Speaker 1: to screens, and I get it as a parent. It's 85 00:06:21,760 --> 00:06:27,280 Speaker 1: so bloody difficult, particularly when they the kids actually love 86 00:06:27,400 --> 00:06:29,920 Speaker 1: the screen so much, and that is part of the problem, 87 00:06:30,400 --> 00:06:34,200 Speaker 1: is that they are highly addictive and they actually take 88 00:06:34,320 --> 00:06:38,800 Speaker 1: the kids away from wanting to interact with others. And 89 00:06:38,839 --> 00:06:41,520 Speaker 1: the other thing that was really highlighted in this is 90 00:06:41,560 --> 00:06:45,360 Speaker 1: it actually destroys their physical activity or e roads into 91 00:06:45,400 --> 00:06:50,120 Speaker 1: their physical activity. And the recommendations are are that kids 92 00:06:50,240 --> 00:06:52,280 Speaker 1: for the age of three to five are physically active 93 00:06:52,320 --> 00:06:54,920 Speaker 1: for a whopping one hundred and eighty minutes a day, 94 00:06:55,200 --> 00:06:57,799 Speaker 1: and if they're spending significant amount of time on screen, 95 00:06:58,200 --> 00:07:01,159 Speaker 1: they're going to struggle to get that. And then kids 96 00:07:01,160 --> 00:07:03,480 Speaker 1: of this age should be sleeping for ten to thirteen 97 00:07:03,480 --> 00:07:07,880 Speaker 1: hours a day, and that impact on sleep, as well 98 00:07:07,920 --> 00:07:12,480 Speaker 1: as the direct impacts on social and emotional development, I 99 00:07:12,520 --> 00:07:17,640 Speaker 1: think is just a shocker for their future development. It 100 00:07:17,640 --> 00:07:20,360 Speaker 1: appears it's pretty much parenting is pretty much like everything 101 00:07:20,400 --> 00:07:23,720 Speaker 1: in life. The stuff that's easy is generally not good 102 00:07:23,800 --> 00:07:26,280 Speaker 1: for us, and the stuff that is good for us 103 00:07:26,560 --> 00:07:30,080 Speaker 1: is often very hard to do. So that's it for 104 00:07:30,120 --> 00:07:32,200 Speaker 1: this week. Folks, catch you next time.