0
Original Investigation |

Parental Cultural Attitudes and Beliefs Regarding Young Children and Television

Wanjiku F. M. Njoroge, MD1; Laura M. Elenbaas, BA3; Michelle M. Garrison, PhD2; Mon Myaing, PhD2; Dimitri A. Christakis, MD, MPH2
[+] Author Affiliations
1Seattle Children’s Hospital, Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle
2Department of Health Services, Center for Child Health, Behavior, and Development, Seattle Children’s Research Institute, University of Washington, Seattle
3Department of Human Development and Quantitative Methodology, University of Maryland, College Park
JAMA Pediatr. 2013;167(8):739-745. doi:10.1001/jamapediatrics.2013.75.
Text Size: A A A
Published online

Importance  Research has shown that preschool-aged children spend considerable time with media, and risks and benefits for cognitive and behavioral outcomes exist depending on what is watched and how it is watched.

Objective  To examine the associations among child race/ethnicity, parental beliefs/attitudes about television (TV) and child development, and TV viewing habits of young children, and to assess reasons for existing racial/ethnic disparities in children’s media use.

Design, Setting, and Participants  Parents completed demographic questionnaires, reported on attitudes regarding media’s risks and benefits to their children, and completed 1-week media diaries where they recorded all of the programs their children watched. Enrollment was from March 13, 2009, to April 12, 2010. The study was conducted at 2 metropolitan Seattle pediatric clinics and an academic practice network, each serving a diverse population of patients, and involved a community-based sample of 596 parents of children aged 3 to 5 years.

Main Outcomes and Measures  Parental beliefs/attitudes regarding screen time and TV viewing habits of young children.

Results  Overall, children watched an average (SD) of 462.0 (315.5) minutes of TV per week. African American children watched more TV per week than non-Hispanic white children (mean [SD], 638.0 [450.9] vs 431.0 [282.6] minutes; P < .01); however, these differences were no longer statistically significant after controlling for attitudes and demographic covariates (eg, family socioeconomic status). It is important to note that socioeconomic status confounded the results for race/ethnicity, and the association between race/ethnicity and media time across the sample was no longer statistically significant after adjusting for family socioeconomic status. However, significant differences were found between parents of ethnically/racially diverse children and parents of non-Hispanic white children regarding the perceived positive effects of TV viewing, even when parental education and family income were taken into account.

Conclusions and Relevance  Differences in parental beliefs/attitudes regarding the effects of media on early childhood development may help explain growing racial/ethnic disparities in child media viewing/habits, but more research is needed to understand the cultural nuances of the observed differences.

Sign In to Access Full Content

Don't have Access?

Register and get free email Table of Contents alerts, saved searches, PowerPoint downloads, CME quizzes, and more

Subscribe for full-text access to content from 1998 forward and a host of useful features

Activate your current subscription (AMA members and current subscribers)

Purchase Online Access to this article for 24 hours

Figures

Tables

References

Correspondence

CME
Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).
Submit a Comment

Multimedia

Some tools below are only available to our subscribers or users with an online account.

Sign In to Access Full Content

Related Content

Customize your page view by dragging & repositioning the boxes below.

Articles Related By Topic
Related Topics
PubMed Articles
Jobs
brightcove.createExperiences();