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Home‑rearing environment and preschoolers’ academic and behavioral competence: The indirect role of children’s screen time

Author

Listed:
  • Hongbin Xie

    (Sichuan Preschool Educators College
    University Sains Malaysia)

  • Shuang Wang

    (East China Normal University
    East China Normal University)

  • Cong Liu

    (Pokfulam)

  • Hongliu Ouyang

    (Sultan Idris Education University)

Abstract

The home-rearing environment (HRE) is significantly related to preschoolers’ academic and behavioral development. Children’s screen time has become an increasingly important aspect of the family environment in today’s digital age. However, few studies explored screen time’s indirect role in the relationships between HRE and children’s development. This study was conducted in three provinces of China, and 825 child-parent dyads participated. The results indicated that a high-quality HRE is directly associated with better language and cognitive skills, self-regulation, self-efficacy, and fewer problem behaviors in children. Screen time has an indirect role in this relationship, suggesting that a better HRE associated with lower screen time improves children’s outcomes. However, the HRE did not show a significant indirect role through screen time related to children’s problem behavior, indicating other factors may play a role. The study highlights the importance of fostering enriching home environments and managing screen time to support children’s development.

Suggested Citation

  • Hongbin Xie & Shuang Wang & Cong Liu & Hongliu Ouyang, 2024. "Home‑rearing environment and preschoolers’ academic and behavioral competence: The indirect role of children’s screen time," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03326-5
    DOI: 10.1057/s41599-024-03326-5
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    References listed on IDEAS

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    1. Hu, Bi Ying & Johnson, Gregory Kirk & Wu, Huiping, 2018. "Screen time relationship of Chinese parents and their children," Children and Youth Services Review, Elsevier, vol. 94(C), pages 659-669.
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