Asociaciones entre la exposición a medios electrónicos y comunicación durante la infancia temprana: una revisión integrativa

Lucas G. Gago Galvagno; Susana C. Azzollini; Ángel M. Elgier

doi:10.16925/2382-3984.2022.01.02

Asociaciones entre la exposición a medios electrónicos y comunicación durante la infancia temprana : una revisión integrativa

Artículos originales de investigación

https://doi.org/10.16925/2382-3984.2022.01.02

Lucas G. Gago Galvagno Ver Biografía

Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)

Susana C. Azzollini Ver Biografía

Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)

Ángel M. Elgier Ver Biografía

Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)

Propósito: evaluar la cantidad de uso promedio que los infantes realizan de los medios electrónicos, y observar cómo se asocian con la comunicación infantil temprana a través de una revisión integrativa de los últimos 10 años (2010-2020).

Tema: el uso de pantallas durante la infancia temprana y sus asociaciones con habilidades de comunicación verbales y preverbales.

Desarrollo: la comunicación verbal y no verbal en los primeros años son habilidades fundamentales, ya que predicen el desarrollo posterior de otras habilidades cognitivas y del rendimiento académico. Siendo que la exposición a dispositivos tecnológicos ha aumentado en los últimos años, tanto en adultos como en la infancia temprana, se vuelve importante revisar estudios sobre esta temática. Se encontraron 15 estudios que cumplían con los criterios de inclusión. En los primeros tres años de vida, en promedio el uso de dispositivos tecnológicos fue de 1 a 3 horas diarias, y los mismos se asociaron de forma negativa con el desarrollo de la comunicación. Sin embargo, es necesario tener en cuenta si la actividad está acompañada por un adulto, el nivel educativo, y el tipo de contenido que se consume.

Conclusiones: es necesario realizar más investigaciones en el contexto latinoamericano, teniendo en cuenta la diversidad de dispositivos electrónicos y contenidos con los que contamos en la actualidad.

Palabras clave: lenguaje, comunicación, infancia, dispositivos electrónicos, media

Academia Americana de Pediatría (2020). Council on Communications and Media. Media and Young Minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591

Alloway, T. P., Williams, S., Jones, B., & Cochrane, F. (2014). Exploring the Impact of Television Watching on Vocabulary Skills in Toddlers. Early Childhood Education Journal, 42(5), 343-349. https://doi.org/10.1007/s10643-013-0618-1

Archivos de Sociedad Argentina de Pediatría, S. A., y Subcomisiones, C. (2020). Uso de pantallas en tiempos del coronavirus. Archivos de Pediatría, Suplemento COVID:c142-c144. https://bit.ly/3ximcuV

Barr, R., & Linebarger, D. N. (2016). Media Exposure during Infancy and Early Childhood. Springer.

Baumeister, H., Kraft, R., Baumel, A., Pryss, R., & Messner, E. M. (2019). Persuasive E-Health Design for Behavior Change. In Baumeister H. & Montag C. Digital Phenotyping and Mobile Sensing (pp. 261-276). Springer, Cham. https://doi.org/10.1007/978-3-030-31620-4_17

Bleses, D., Makransky, G., Dale, P. S., Højen, A., & Ari, B. A. (2016). Early Productive Vocabulary Predicts Academic Achievement 10 Years Later. Applied Psycholinguistics, 37(6), 1461-1476. https://doi.org/10.1017/s0142716416000060

Bruner, J. (1995). From Joint Attention to Meeting of Minds: An Introduction. In C. Moore & P. Dunham (Eds.). Joint Attention: Its Origins and Role in Development (pp. 1–14). Lawrence Erlbaum Associates.

Byeon, H., & Hong, S. (2015). Relationship between Television Viewing and Language Delay in Toddlers: Evidence from a Korea National Cross-Sectional Survey. PLoS one, 10(3), e0120663. https://doi.org/10.1371/journal.pone.0120663

Capobianco, M., Pizzuto, E. A., & Devescovi, A. (2017). Gesture–Speech Combinations and Early Verbal Abilities: New Longitudinal Data during the Second Year of Age. Interaction Studies, 18(1), 55-76. https://doi.org/10.1075/is.18.1.03cap

Celestino, V. R. R., & Bucher-Maluschke, J. S. N. F. (2018). Research on Systemic Psychology in Latin America: An Integrative Review with Methods and Data Triangulation. Psicologia: Teoria e Pesquisa, 34, 1-16.

Chassiakos, Y. L. R., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and Adolescents and Digital Media. Pediatrics, 138(5), e20162593. https://doi.org/10.1542/peds.2016-2593

Cohen, L., & Billard, A. (2018). Social Babbling: The Emergence of Symbolic Gestures and Words. Neural Networks, 106, 194-204. https://doi.org/10.1016/j.neunet.2018.06.016

Duch, H., Fisher, E. M., Ensari, I., Font, M., Harrington, A., Taromino, C., ... & Rodriguez, C. (2013). Association of Screen Time Use and Language Development in Hispanic Toddlers: a Cross-Sectional and Longitudinal Study. Clinical Pediatrics, 52(9), 857-865. https://doi.org/10.1177/0009922813492881

Durand, M. F., Martínez, M. S., Galvagno, L. G. G., y Elgier, A. (2020). El desarrollo de la comunicación preverbal y verbal temprana. La importancia del juego. Revista Iberoamericana de Psicología, 13(1), 23-32. https://doi.org/10.33881/2027-1786.rip.13103

Elgier, A. M., Galvagno, L. G., Clerici, G., Tortello, C., y Azzolini, S. C. (2017). Seguimiento del gesto de señalar y de la mirada en estadios tempranos del desarrollo. Apuntes de Ciencia & Sociedad, 7(1), 1-14. https://doi.org/10.18259/acs.2017003

Fisher, K. W., Williamson, H., & Guerra, N. (2020). Technology and Social Inclusion: Technology Training and Usage by Youth with IDD in the National Longitudinal Transition Study of 2012. Inclusion, 8(1), 43-57. https://doi.org/10.1352/2326-6988-8.1.43

Foursha-Stevenson, C., Schembri, T., Nicoladis, E., & Eriksen, C. (2017). The Influence of Child-Directed Speech on Word Learning and Comprehension. Journal of psycholinguistic research, 46(2), 329-343. https://doi.org/10.1007/s10936-016-9441-3

Gago Galvagno, L. G., De Grandis, M. C., Jaume, L. C., & Elgier, A. M. (2020). Home Environment and its Contribution to Early Childhood Regulatory Capabilities. Early Child Development and Care, 1-14. https://doi.org/10.1080/03004430.2020.1796655

Gago Galvagno, L. G., Miller, S. E., De Grandis, C., & Elgier, A. M. (2021). Emerging Coherence and Relations to Communication Among Executive Function Tasks in Toddlers: Evidence from a Latin American Sample. Infancy, 26(6), 962-979. https://doi.org/10.1111/infa.12421

Goris, S. J. A. G. (2015). Utilidad y tipos de revisión bibliográfica. Revista Ene de Enfermería, 9(2), 1-14.

Harvey, H. A., & Miller, G. E. (2017). Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children. Early Education and Development, 28(3), 290-307. https://doi.org/10.1080/10409289.2016.1218728

Hudon, T. M., Fennell, C. T., & Hoftyzer, M. (2013). Quality not Quantity of Television Viewing is Associated with Bilingual Toddlers’ Vocabulary Scores. Infant Behavior and Development, 36(2), 245-254. https://doi.org/10.1016/j.infbeh.2013.01.010

Hunter, A. (2018). Towards a Framework for Computational Persuasion with Applications in Behaviour Change. Argument & Computation, 9(1), 15-40.

Instituto Nacional de Censos [INDEC]. (2018). Acceso y uso de tecnologías de la información y la comunicación. EPH Cuarto trimestre de 2017. Argentina.

Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017). The Relationship between Television Exposure and Children’s Cognition and Behaviour: A Systematic Review. Developmental Review, 44, 19-58. https://doi.org/10.1016/j.dr.2016.12.002

Krcmar, M. (2014). Can Infants and Toddlers Learn Words from Repeat Exposure to an Infant directed DVD? Journal of Broadcasting & Electronic Media, 58(2), 196-214. https://doi.org/10.1080/08838151.2014.906429

Kühhirt, M., & Klein, M. (2020). Parental Education, Television Exposure, and Children's Early Cognitive, Language and Behavioral Development. Social Science Research, 86, 102391. https://doi.org/10.1016/j.ssresearch.2019.102391

Lahrouchi, M., & Kern, S. (2018). From Babbling to First Words in Tashlhiyt Language Acquisition: Longitudinal Two-Case Studies. Canadian Journal of Linguistics/Revue canadienne de linguistique, 63(4), 493-526. https://doi.org/10.1017/cnj.2018.6

Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 1-18. https://doi.org/10.1080/10409289.2020.1843925

Mackinnon, K., & Shade, L. R. (2020). God Only Knows What It's Doing to Our Children's Brains: A Closer Look at Internet Addiction Discourse. Jeunesse: Young People, Texts, Cultures, 12(1), 16-38. https://doi.org/10.1353/jeu.2020.0003

Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between Screen use and Child Language Skills: A Systematic Review And Meta-Analysis. JAMA Pediatrics, 174(7), 665-675. https://doi.org/10.1001/jamapediatrics.2020.0327

Masur, E. F., Flynn, V., & Olson, J. (2016). Infants’ Background Television Exposure During Play: Negative Relations to the Quantity and Quality of Mothers’ Speech and Infants’ Vocabulary Acquisition. First Language, 36(2), 109-123. https://doi.org/10.1177/0142723716639499

Matthews, J., Win, K. T., Oinas-Kukkonen, H., & Freeman, M. (2016). Persuasive Technology in Mobile Applications Promoting Physical Activity: A Systematic Review. Journal of medical systems, 40(3), 72. https://doi.org/10.1007/s10916-015-0425-x

Meir, N., & Armon-Lotem, S. (2017). Independent and Combined Effects of Socioeconomic Status (SES) and Bilingualism on Children’s Vocabulary and Verbal Short-Term Memory. Frontiers in Psychology, 8, 1442. https://doi.org/10.3389/fpsyg.2017.01442

Melamud, A., y Waisman, I. (2019). Pantallas: discordancias entre las recomendaciones y el uso real. Archivos Argentinos de Pediatría, 117(5), 349-351. http://dx.doi.org/10.5546/aap.2019.349

Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule‐Silberman, S. B., & Tomopoulos, S. (2010). Do Verbal Interactions with Infants During Electronic Media Exposure Mitigate Adverse Impacts on Their Language Development as Toddlers? Infant and Child Development, 19(6), 577-593. https://doi.org/10.1002/icd.711

Miller, S. E., & Marcovitch, S. (2015). Examining Executive Function in the Second Year of Life: Coherence, Stability, and Relations to Joint Attention and Language. Developmental Psychology, 51(1), 101. https://doi.org/10.1037/a0038359

Mills‐Smith, L., Spangler, D. P., Panneton, R., & Fritz, M. S. (2015). A missed opportunity for clarity: Problems in the reporting of effect size estimates in infant developmental science. Infancy, 20(4), 416-432. https://doi.org/10.1111/infa.12078

Mundy, P. (2018). A Review of Joint Attention and Social‐Cognitive Brain Systems in Typical Development and Autism Spectrum Disorder. European Journal of Neuroscience, 47(6), 497-514. https://doi.org/10.1111/ejn.13720

Paudel, S., Leavy, J., & Jancey, J. (2016). Correlates of Mobile Screen Media Use Among Children Aged 0–8: Protocol For a Systematic Review. Systematic Reviews, 5(1), 1-5. http://dx.doi.org/10.1136/bmjopen-2016-014585

Picco, J., Dávila, E. G., Wolff, S., Gómez, V., y Wolff, D. (2020). Aspectos psicosociales de la pandemia COVID-19 en la población de Mendoza. Revista Argentina de Cardiología, 88(3), 207-210. https://doi.org/10.7775/rac.es.v88.i3.17925

Pierce, L. J., Genesee, F., Delcenserie, A., & Morgan, G. (2017). Variations in Phonological Working Memory: Linking Early Language Experiences and Language Learning Outcomes. Applied Psycholinguistics, 38(6), 1265-1300. https://doi.org/10.1017/s0142716417000236

Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for early Childhood Development and Behavior. Pediatric Clinics, 63(5), 827-839. https://doi.org/10.1016/j.pcl.2016.06.006

Ramsook, K. A., Welsh, J. A., & Bierman, K. L. (2020). What you Say, and How you Say It: Preschoolers' Growth in Vocabulary and Communication Skills Differentially Predict Kindergarten Academic Achievement and Self‐Regulation. Social Development, 29(3), 783-800. https://doi.org/10.1111/sode.12425

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Learning on Hold: Cell Phones Sidetrack Parent-Child Interactions. Developmental psychology, 53(8), 1428. https://doi.org/10.1037/dev0000292

Rezende, V. R. R., & Sursis, J. S. N. F. (2018). Research on Systemic Psychology in Latin America: An Integrative Review with Methods and Data Triangulation. Psicologia: Teoria e Pesquisa, 34, 1-11. http://dx.doi.org/10.1590/0102.3772e3443

Roseberry, S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2014). Skype Me! Socially Contingent Interactions Help Toddlers Learn Language. Child Development, 85(3), 956-970. https://doi.org/10.1111/cdev.12166

Rosemberg, C. R., Alam, F., Audisio, C. P., Ramirez, M. L., Garber, L., & Migdalek, M. J. (2020). Nouns and Verbs in the Linguistic Environment of Argentinian Toddlers: Socioeconomic and Context-Related Differences. First Language, 40(2), 192-217. https://doi.org/10.1177/0142723719901226

Schlesinger, M. A., Flynn, R. M., & Richert, R. A. (2019). Do Parents Care About TV? How Parent Factors Mediate US Children’s Media Exposure and Receptive Vocabulary. Journal of Children and Media, 13(4), 395-414. https://doi.org/10.1080/17482798.2019.1627227

Sims, C., & Colunga, E. (2013). Parent-Child Screen Media Co-Viewing: Influences on Toddlers' Word Learning and Retention. Cognitive Science Society, 35(3), 1-14.

Sociedad Argentina de Pediatría (2020). Uso de pantallas en tiempos del coronavirus. Archivos Argentinos de Pediatría, Suplemento COVID, 142-144. https://doi.org/10.5546/aap.2018.e186

Sullivan, L. S., & Reiner, P. (2019). Digital Wellness and Persuasive Technologies. Philosophy & Technology, 1-12.

Supanitayanon, S., Trairatvorakul, P., & Chonchaiya, W. (2020). Screen Media Exposure in the First 2 Years of Life and Preschool Cognitive Development: A Longitudinal Study. Pediatric Research, 1-9. https://doi.org/10.1038/s41390-020-0831-8

Tomopoulos, S., Dreyer, B. P., Berkule, S., Fierman, A. H., Brockmeyer, C., & Mendelsohn, A. L. (2010). Infant Media Exposure and Toddler Development. Archives of Pediatrics & Adolescent Medicine, 164(12), 1105-1111. https://doi.org/10.1001/archpediatrics.2010.235

Valdivia Álvarez, I., Gárate Sánchez, E., Regal Cabrera, N., Castillo Izquierdo, G., y Sáez, Z. M. (2014). Exposición a televisión y retardo primario del lenguaje en menores de 5 años. Revista Cubana de Pediatría, 86(1), 18-25.

van den Heuvel, M., Ma, J., Borkhoff, C. M., Koroshegyi, C., Dai, D. W., Parkin, P. C., ... & Birken, C. S. (2019). Mobile Media Device Use is Associated with Expressive Language Delay in 18-Month-Old Children. Journal of Developmental and Behavioral Pediatrics, 40(2), 99. https://doi.org/10.1097/dbp.0000000000000630

Waisman, I., Hidalgo, E., y Rossi, M. L. (2018). Uso de pantallas en niños pequeños en una ciudad de Argentina. Archivos argentinos de pediatría, 116(2), e186-e195. https://doi.org/10.5546/aap.2018.e186

Gago Galvagno, L. G., Azzollini, S. C., & Elgier, Ángel M. (2022). Asociaciones entre la exposición a medios electrónicos y comunicación durante la infancia temprana: una revisión integrativa. Pensando Psicología, 18(1), 1-23. https://doi.org/10.16925/2382-3984.2022.01.02

Descargar cita

Derechos de autor 2022 Pensando Psicología

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

As the author of the article, I declare that is an original unpublished work exclusively created by me, that it has not been submitted for simultaneous evaluation by another publication and that there is no impediment of any kind for concession of the rights provided for in this contract.

In this sense, I am committed to await the result of the evaluation by the journal Pensando Psicología before considering its submission to another medium; in case the response by that publication is positive, additionally, I am committed to respond for any action involving claims, plagiarism or any other kind of claim that could be made by third parties.

At the same time, as the author or co-author, I declare that I am completely in agreement with the conditions presented in this work and that I cede all patrimonial rights, in other words, regarding reproduction, public communication, distribution, dissemination, transformation, making it available and all forms of exploitation of the work using any medium or procedure, during the term of the legal protection of the work and in every country in the world, to the Universidad Cooperativa de Colombia Press.

Número

Vol. 18 Núm. 1 (2022)

Publicado

2022-05-20

Descargas

PDF

Métricas

Cargando métricas ...

https://plu.mx/plum/a/?doi=10.16925/2382-3984.2022.01.02