Objective: To investigate the association between screen exposure and language skills in children aged 2-5 years. Methods: There were 299 children aged 2-5 years, recruited by convenience sampling from those who visited the Center of Children's Healthcare, Children's Hospital, Capital Institute of Pediatrics for routine physical examination from November 2020 to November 2021. Their development status were evaluated by the children neuropsychological and behavioral scale (revision 2016). A self-designed questionnaire for parents was conducted to collect demographic and socioeconomic information and screen exposure characteristics (time and quality). One-way ANOVA and independent sample t test were applied to compare the differences in language development quotient of children with different screen exposure time and quality. Multiple linear regression was used to analyze the correlation between screen exposure time and quality with language developmental quotient. Multivariate Logistic regression was used to analyze the risk of language underdevelopment in children with different screen exposure time and quality. Results: Among 299 children, 184 (61.5%) were boys and 115 (38.5%) were girls, with the age of (3.9±1.1) years. The number of children with daily screen time <60, 60-120 and>120 min was 163 children (54.5%), 86 children (28.8%) and 50 children (16.7%), respectively, with the language development quotients of 94±13, 90±13, 84±14, respectively, demonstrating a statistically significant difference (F=8.92, P<0.001). Logistic regression analysis revealed that screen exposure time of 60-120 and >120 min per day were both risk factors for children's language developmental quotients (OR=2.28, 95%CI 1.00-5.17, P=0.043; OR=3.96, 95%CI 1.86-9.17, P<0.001), and co-viewing and exposure to educational programs were both protective factors for children's language developmental quotients (OR=0.48, 95%CI 0.25-0.91, P=0.024, OR=0.36, 95%CI 0.19-0.70, P=0.003). Conclusions: Excessive exposure screen time and inappropriate screen exposure habits are associated with children's poorer language development. Screen exposure time should be limited and screen use should be rational to promote children's language skills.
目的： 探讨2~5岁儿童屏幕暴露与语言能力之间的相关性。 方法： 采用方便抽样方法，对2020年11月至2021年11月于首都儿科研究所附属儿童医院儿童保健中心门诊常规体检的299名2~5岁儿童进行儿童神经心理行为检查量表（2016版）检查，并自制调查问卷对家长进行问卷调查，收集家庭人口经济学信息及屏幕暴露特征（如时间、质量）相关情况。利用单因素方差分析及独立样本t检验比较不同屏幕暴露时间和质量儿童语言发育商差异，通过多元线性回归模型分析屏幕暴露时间和质量与语言发育商的相关性，并采用多因素Logistic回归分析分析不同屏幕暴露时间和质量儿童发生语言能力落后的风险。 结果： 299名儿童中男184名（61.5%）、女115名（38.5%），年龄为（3.9±1.1）岁。儿童每日屏幕暴露时间<60、60~120、>120 min人数分别为163名（54.5%）、86名（28.8%）、50名（16.7%），语言发育商差异有统计学意义（94±13、90±13、84±14，F=8.92，P<0.001）。每日屏幕暴露时间60~120和>120 min均是语言能力发展的危险因素（OR=2.28，95%CI 1.00~5.17，P=0.043；OR=3.96，95%CI 1.86~9.17，P<0.001）；共同观看为主伴有语言输入、观看教育类节目均为儿童语言能力发展的保护因素（OR=0.48，95%CI 0.25~0.91，P=0.024；OR=0.36，95%CI 0.19~0.70，P=0.003）。 结论： 屏幕暴露时间过长及不良的屏幕暴露行为与儿童语言能力发展存在关联，应限制屏幕暴露时间及合理使用屏幕，促进儿童语言能力发展。.