Screen time and early children's emotional, behavioural and social development: Findings from the Growing Up in Scotland (GUS) cohort study

Abstract Background There has been limited evidence supporting the association between the quantity of screen time and children's early development. This study aims to examine how the length of screen time, especially with television, was associated with childhood development by analysing the Growing Up in Scotland (GUS) study. Methods We cross-sectionally analysed the GUS birth cohort data of children aged 4 and 6. The Strength and Difficulties Questionnaire (SDQ) score was used to assess the children development. Multivariate binary logistic models were used to evaluate the association between screen time and each SDQ score at ages 4 and 6 and examine the longitudinal impacts of screen time at age 4. Results The longitudinal analysis showed that 16.50 hours or more per week at age 4 was significantly associated with hyperactivity/ inattention (Odds ratio (OR): 1.39, 95% CI: 1.05–1.84) and conduct problems (OR: 1.45, 95% CI: 1.11–1.89) at age 6. A high level of screen time was associated with increased risks of hyperactivity/ inattention problems at age 4 (OR: 1.26, 95% CI: 1.02–1.56) and age 6 (OR: 1.43, 95% CI: 1.10–1.86). Furthermore, the high level of screen time was associated with conduct problems at age 4 (OR: 1.41, 95% CI: 1.09–1.82) and age 6 (OR: 1.35, 95% CI: 1.02–1.79). Conclusions High TV screen time in early childhood was significantly associated with a high risk of behavioural problems. However, we did not analyse the contents of the screen. Further research is needed to incorporate more potential confounders.