The impact of interactive electronic devices: understanding the mechanisms of benefits and harms on young children’s development, behaviour and health outcomes using a multimethod approach.

Primary research question How do interactive electronic devices impact young children's development? Background Interactive electronic devices (IEDs), which we define as any portable screen such as tablets or mobile phones are ubiquitous in young children's lives, with 90% of children aged 3-4 years going online. National and international guidelines report lacking evidence of the impact of IEDs on health and development outcomes, limiting recommendations. Few studies have focused on IEDs, and those primarily use cross-sectional designs and show inconsistent results. In conversations with early years practitioners, parents and policymakers, they recognise IEDs as a valuable resource for early years learning. However, they also noted a negative impact on children's self-regulation, parent-child interaction and physical activity. Aims The project has the following interlinked aims, which will be addressed in three work packages (WPs): WP1: To synthesise the evidence on the correlates of IED use in young children. WP2: To study the long-term relationship between IED use (duration and mode) and emerging abilities (i.e., self-regulation, social development, executive function, language and numeracy) in 3 to 5 year old children. WP3: To investigate the complexity in which young children use IEDs in their home environment. Methods WP1: We will systematically search the available evidence which report the determinants or correlates of IEDs . If possible, we will synthesise the data using meta-analysis and categorise the correlates according to the levels of the socio-ecological model. WP2: We aim to recruit 1,377 children. We will measure children's exposure to IEDs (i.e. time and content) and child emerging abilities (primary outcome). We will also include other secondary health, behaviour and educational outcomes (e.g., BMI, physical activity, motor skills, parent-child interaction and school readiness). We will use a multilevel regression model to examine the association between IED duration (hours per day) and mode (educational vs. non-educational; age-appropriate vs. non-age-appropriate) with emerging abilities. WP3: We will use videography to capture young children's IED use and interactions with family members. Interviews with parents and carers will complement the observations to further explore children's experiences and attitudes. We will use inductive thematic analysis to identify emerging themes. Timelines for delivery The project will commence in March 2024 and last for 48 months. WP1: completion of systematic review (1-12 months); WP2: design and recruitment, data collection, analysis, and reporting (3-41 months); WP3: Ethnographic study data collection, analysis and reporting (12-29 months); anticipated impact and dissemination (42-48 months). Anticipated impact and dissemination Discussions with the public and stakeholder engagement groups will inform the dissemination plan. The learning from this project will be disseminated through publications and will inform policy briefs distributed to health and educational organisations. We will also offer Knowledge Café events and information (newsletters, website) to early years settings. Combined, the studies proposed here will further elucidate the impact of IEDs on young children's health and development and identify any optimum level of IED use in terms of emerging abilities outcomes, informing population health guidelines and guiding future interventions.