Family Socioeconomic Status Moderates Associations between Television Viewing and School Readiness Skills

Andrew Ribner, Caroline Fitzpatrick, Clancy Blair

Research output: Contribution to journalArticle

Abstract

Objective: We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. Methods: Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). Results: Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. Conclusion: Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle-to lower-income families.

Original languageEnglish (US)
Pages (from-to)233-239
Number of pages7
JournalJournal of Developmental and Behavioral Pediatrics
Volume38
Issue number3
DOIs
StatePublished - Apr 1 2017

Fingerprint

Television
Social Class
Executive Function
Pediatrics
Parents
Guidelines

Keywords

  • executive function
  • kindergarten
  • math
  • screen time
  • socioeconomic status
  • television

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Cite this

Family Socioeconomic Status Moderates Associations between Television Viewing and School Readiness Skills. / Ribner, Andrew; Fitzpatrick, Caroline; Blair, Clancy.

In: Journal of Developmental and Behavioral Pediatrics, Vol. 38, No. 3, 01.04.2017, p. 233-239.

Research output: Contribution to journalArticle

@article{42d030bedb2041009b09a6ba6b2815e4,
title = "Family Socioeconomic Status Moderates Associations between Television Viewing and School Readiness Skills",
abstract = "Objective: We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. Methods: Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). Results: Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. Conclusion: Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle-to lower-income families.",
keywords = "executive function, kindergarten, math, screen time, socioeconomic status, television",
author = "Andrew Ribner and Caroline Fitzpatrick and Clancy Blair",
year = "2017",
month = "4",
day = "1",
doi = "10.1097/DBP.0000000000000425",
language = "English (US)",
volume = "38",
pages = "233--239",
journal = "Journal of Developmental and Behavioral Pediatrics",
issn = "0196-206X",
publisher = "Lippincott Williams and Wilkins",
number = "3",

}

TY - JOUR

T1 - Family Socioeconomic Status Moderates Associations between Television Viewing and School Readiness Skills

AU - Ribner, Andrew

AU - Fitzpatrick, Caroline

AU - Blair, Clancy

PY - 2017/4/1

Y1 - 2017/4/1

N2 - Objective: We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. Methods: Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). Results: Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. Conclusion: Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle-to lower-income families.

AB - Objective: We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. Methods: Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). Results: Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. Conclusion: Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle-to lower-income families.

KW - executive function

KW - kindergarten

KW - math

KW - screen time

KW - socioeconomic status

KW - television

UR - http://www.scopus.com/inward/record.url?scp=85014048627&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85014048627&partnerID=8YFLogxK

U2 - 10.1097/DBP.0000000000000425

DO - 10.1097/DBP.0000000000000425

M3 - Article

VL - 38

SP - 233

EP - 239

JO - Journal of Developmental and Behavioral Pediatrics

JF - Journal of Developmental and Behavioral Pediatrics

SN - 0196-206X

IS - 3

ER -