385 - Examining Misconceptions About Screen Media Use in Early Childhood: A Qualitative Study

Poster Number: 385
Publication Number: 385.200

Background: Though research has investigated parent perceptions of their children’s use of screen media, there has not been exploration of misconceptions on how screen media use relates to child development. A deeper understanding of misconceptions and the reasoning behind these convictions can provide context for a targeted community-level intervention to bolster caregiver knowledge of appropriate screen media use for children.

Objective: To determine common misconceptions held by adults in the United States concerning the impact of screen media use on child development and the underlying themes contributing to misconceptions.

Design/Methods: Transcripts from cognitive interviews evaluating survey items for a test of knowledge of child development were analyzed to identify participant statements that contradicted the established literature. The analysis consisted of 40 interviews with 25 participants; educational attainment, race, ethnicity, gender, and parent status were all well-distributed among the sample (Table 1). Misconceptions were identified and coded according to the applicable child age group and relevant developmental domain (brain, cognitive, dual language learning, language, literacy, math and spatial, screen media use, social-emotional). Coding was followed by a thematic analysis to determine common misconceptions and any underlying themes (Table 2).

Results: Common misconceptions among the sample included an overestimation of the benefits of screen media for educational purposes, such as learning new words in early childhood, and an underestimation of the negative consequences of screen media for development, such as effects on sleep and behavioral problems. Participants often downplayed the negative influence of parent screen media use on children and overestimated children’s ability to learn from screens without caregiver input. Misconceptions were most often related to screen media use in children under 2 years.

Conclusion(s): This analysis showed a clear discrepancy between the perceived benefits and actual risks associated with child screen media use. As parents often serve as the first and most influential models for their children, it is critical to recognize the importance of parent-child interactions during screen time for fostering healthy media habits and nurturing comprehensive development. Overestimating children’s ability to learn independently may lead to missed opportunities for meaningful interactions between caregivers and children. Targeted efforts are needed to address these misconceptions and provide guidance on screen media usage, particularly for infants and toddlers.