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| Associations among preschoolers' screen time, paper reading time, and emergent literacy skills during transition from preschool to primary school |
| LI Minyi, ZHANG Yi, WANG Shiqi, QIN Siyu |
| Faculty of Education, Beijing Normal University, Beijing 100875, China |
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Abstract Objective To explore the associations among screen time, paper reading time, and preschoolers' emergent literacy skills during the transition from preschool to primary school, and provide a basis for promoting emergent literacy development based on multimedia. Methods A cross-sectional study was implemented in June 2018, in Shenzhen city. A representative sample of 1 806 preschoolers in the senior year and their caregivers were recruited from 55 kindergartens by a proportional stratified cluster sampling. Data were collected by caregiver-reported questionnaires, including the Chinese early human capability index (CHeHCI) and children's media use in daily family life. Multiple linear regression models were used to analyze the effects of screen time, educational screen time, and paper reading time on children's emergent literacy skills. Results A total of 1 750 valid questionnaires were collected, with a recovery rate of 96.90%. Average screen time [(115.45±91.32)min/d] of these 1 750 children was longer than paper reading time [(31.24±26.40)min/d], and educational screen time [(55.28±60.35) min/d] accounted for nearly half of the screen time. Screen time negatively predicted preschoolers' emergent literacy, while educational screen time and paper reading time positively predicted preschoolers' emergent literacy skills. Conclusion Appropriate use of screen media for educational activities or paper reading might have a positive effect on children's emergent literacy skills.
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