Métricas alternativas
Keywords
Early childhood
Family
Academic achievement
Educational environment Tiempo de pantallas
Primera infancia
Familia
Rendimiento escolar
Ambiente educacional
How to Cite
Abstract
Current ICT development has generalized the use of digital screens. The risks caused by high exposure time to screens are especially relevant to children, from early ages. This work analyzes the relation between screen time and personal and contextual variables during childhood. About 94092 children around 8 years old attending schools in Andalusia (Spain) take part. The data were generated through a large scale evaluation promoted by the regional educational administration, originating applied tests to measure school learning, and family context questionnaires. The analyzes are based on the t-Student and Chi-square tests to verify the differences between the groups, and on the construction of a binary logistic regression model to assess the importance of rate variables in explaining screen time. The results show that a high screen time is associated with a lower performance in linguistic communication and mathematical reasoning. Gender, bedtime and the family’s socioeconomic level are variables that contribute to explaining a high amount of screen time. These results bring about recommendations regarding the preventive intervention of families and other educational agents.
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