Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

The social stratification of early TV consumption and children's cognitive, language and behavioral development

Kühhirt, Michael and Klein, Markus (2018) The social stratification of early TV consumption and children's cognitive, language and behavioral development. Working paper. The Institute for Social Science Research, University of Queensland, Queensland, Australia.

[img]
Preview
Text (Kuehhirt-Klein-LCCWP-2018-The-social-stratification-of-early-TV-consumption-and-childrens)
Kuehhirt_Klein_LCCWP_2018_The_social_stratification_of_early_TV_consumption_and_childrens.pdf
Final Published Version

Download (1MB) | Preview

Abstract

The association between children’s TV consumption and their development is subject of controversial scientific and public debate. Heavy TV consumption may be detrimental to children as flashing lights, quick edits and scene changes are overstimulating to developing brains. It may also involve less time children spent on more stimulating activities and interactions with their parents. In the present analysis, we use data from the 2004/5 birth cohort of the Growing Up in Scotland study and investigate the relationship between weekly hours of TV consumption – measured at the ages 2 to 4 and cumulatively – and children’s language, cognitive and behavioral outcomes at age 5. Our analysis shows a gap in TV consumption by parental education that grows across early childhood. However, we did not find any substantive association between TV consumption and children’s inductive reasoning and expressive language ability. There were small associations between TV consumption and conduct problems and prosocial behavior, particularly for children with lower educated parents. Nonetheless, these results suggest that the impact of TV consumption on children’s development is less pronounced than often assumed.