JMIR Publications

ABSTRACT

Importance: The COVID-19 pandemic transformed the home lives of many families in the US, especially those with young children. Understanding the relationship between child and parent screen time and family stressors exacerbated by the pandemic may help inform interventions that aim to support early child development. To assess the changing relationship between family screen time and social stressors at home before and after pandemic-related policy changes to work, school, and childcare settings. Design, Setting, and Participants: In spring of 2021 we administered a survey, similar to one administered in spring of 2019, to a national sample of parents of young children (aged 6 to 60 months). Using iterative sampling with propensity scores, we aimed to recruit participants whose sociodemographic characteristics matched the 2019 survey. Participants were >18 years of age, proficient in English or Spanish, and residing in the US. Main Outcomes and Measures: The main outcomes were changes in child screen time (e.g., mobile phone, tablet, computer, television) and perceived screen-related interference with parent-child interactions (“parenting technoference”). Additional survey items reported pandemic-related job loss, and changes to work hours, work location, caregiving responsibilities, daycare/school access, and family health and socioeconomic status. We enrolled 280 parents, from diverse backgrounds. Parents reported pandemic-related changes in child screen time (mean increase of 1.1 hour, SD 0.9), and greater parenting technoference (3.0 to 3.4 devices interfering per day; P=.01). Increased child screen time and parenting technoference were highest for parents experiencing job loss, second highest for working parents who did not lose their job, and lowest for non-working parents. School closure and job loss were most associated with increased child screen time during the pandemic after controlling for other stressors and sociodemographic characteristics. Increased child screen time and school closure were most associated with increased parenting technoference. Conclusions and Relevance: Work and school changes due to the COVID-19 pandemic were associated with increased technology interference in the lives of young children. This study adds to our understanding of the interaction between technology use in the home and social factors that are necessary to support early child health and development.