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The association between parent-child technology interference and cognitive and social-emotional development in preschool-aged children.

BACKGROUND
The increased adoption and dependence of electronic devices have potential implications on parent-child relationships, including parental responsiveness. Few studies have examined the association between parent-child technology interference and developmental outcomes. The objective of this study was to examine the associations between parent-child technology interference and cognitive and social-emotional development in preschool-aged children (3-5 years).


METHODS
Participants were 100 parents and their preschool-aged child from Edmonton, Canada. Parent-child technology interference across six different devices (i.e., cellphone/smartphone, tablet, iPod, television, computer, video game console) was parental-reported using an adapted version of the Technology Device Interference Scale, and a total score was calculated. Cognitive development was objectively-measured using three iPad-based tasks from the Early Years Toolbox to capture executive functions (i.e., working memory, response inhibition) and language development (i.e., vocabulary). Social-emotional development was parental-reported using the Child Self-Regulation and Social Behaviour Questionnaire, and six sub-scales (i.e., sociability, externalizing, internalizing, prosocial, self-regulation) were calculated. Multiple linear regression models that adjusted for several potential confounders were conducted.


RESULTS
The mean total parent-child technology interference score was 4.2 units, which equates to approximately 12-16 interruptions per day due to an electronic device. Approximately 60% of the score was due to interference by a cellphone/smartphone. After removing influential cases based on Cook's distance values, higher parent-child technology interference was significantly associated with lower response inhibition (B=-0.015, 95%CI: -0.028, -0.002) and emotional self-regulation (B=-0.095, 95%CI: -0.163, -0.028) scores and higher log externalizing (B=0.033, 95%CI: 0.002, 0.063) and log internalizing (B=0.034, 95%CI: 0.013,0.056) scores.


CONCLUSIONS
Electronic devices, in particular the cellphone/smartphone, appear to interrupt parents' conversations and activities with their preschool-aged child multiple times per day. Higher parent-child technology interference may be adversely associated with several sub-domains of early childhood development. Future longitudinal and experimental research is needed to confirm these findings.