Keeping Kids Busy: Family Factors Associated with Play and Screen Time During the COVID-19 Pandemic

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Solicited Content: COVID-19 Related

Abstract

Parent-child interactions are crucial for child development (Ginsburg, 2007). The COVID-19 pandemic has negatively affected mental health and increased parenting challenges impacting parent-child functioning (Cameron et al., 2020; Goodman et al., 2011; Sweeney & MacBeth, 2016; Roos et al., 2020). Further, closures of schools, daycares, and child programs due to COVID-19 have placed unprecedented demands on parents (Cluver et al., 2020). The primary aim of the current study was to examine differences between time families spent engaging in developmentally supportive dyadic activities (i.e., hands-on play) and less supportive activities (i.e., screen time) with family demographic factors, parent mental health and functioning (e.g., depression, anxiety, parenting stress) and COVID-19 related changes. A convenience sample of parents (N = 708), primarily mothers (n = 610; 87.4%), with children ages 2-8 years completed an online questionnaire from April 14, 2020 to June 1, 2020. Participants mostly resided in Canada (XX%) and were of higher socioeconomic status (e.g., % income of >$100,000, education ADD). Parent-child activities were measured as total weekly time and combined time across two categories: hands-on play and screen time. Bivariate correlations informed block-wise linear regression models. Nearly half (44.3%) of families reported unmet childcare needs in the context of the pandemic. Findings of pandemic-related parent-child functioning was evaluated across met and unmet childcare needs. For families with childcare needs, parental anxiety was associated with higher total hands-on play (F(3,142) = 14.01, p < .001), combined hands-on play (F(2,85) = 6.82, p = .011), and combined screen time (F(2,82) = 6.25, p = .014). Families without childcare needs indicated parenting stress was associated with lower total hands-on play (F(3,212) = 7.95, p < .005), lower combined hands-on play (F(2,110) = 5.67, p = .019), and higher supervised screen time (F(3,138) = 6.14, p = .014). Parental education was inversely related to combined hands-on play in families without childcare needs (F(2,110) = 13.50, p < .001) and families with childcare needs (F(2,115) = 4.51, p = .036). Family factors were also related to child activities. Given the extant literature on intergenerational transmission of mental health, public health officials should consider supporting parent mental health (e.g., parental anxiety) through interventions like cognitive-behavioural therapy (Bauer et al., 2013; Carpenter et al., 2018; Shonkoff & Fisher, 2013). Further, research indicates that parenting stress is directly related to responsive parenting, in turn influencing child development (Ward & Lee, 2020). Evidence-based parenting programs aimed to reduce parenting stress should be made widely available during the pandemic. It is also important to note that families may be using screens more due to the shifting role of technology in the context of the COVID-19 pandemic (Atkin et al., 2014). While screen time considerations are important in regard to child development, families should be supported in choosing high-quality media for their children during the pandemic to promote overall family well-being and adjustment during the pandemic (Hirsh-Pasek, 2015). With these recommendations in mind, positive developmental outcomes may be supported despite the changing pressures on families from the pandemic.

Authors

• Shaelyn Stienwandt, University of Manitoba
  Presenting Author

• Emily E Cameron, University of Manitoba
  Non-Presenting Author

• Melanie Soderstrom, University of Manitoba
  Non-Presenting Author

• Mercedes Casar, University of Manitoba
  Non-Presenting Author

• Cindy Le, University of Manitoba
  Non-Presenting Author

• Leslie E. Roos, University of Manitoba
  Non-Presenting Author