Factors Impacting Technology Use Amongst Latinx Children in Early Childhood

By

Kate Percuoco

A Thesis

Submitted to the Graduate Faculty of

St. Cloud State University

in Partial Fulfillment of the Requirements

for the Degree of

Master of Science

In Child and Family Studies.

May, 2024

Thesis Committee:
Frances Kayona, Chairperson
Sandi Loxton
Melisa Brever
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Abstract

The purpose of this research study was to explore to what extent Latinx children between
the ages of birth to five are using screens and technology, the factors that influence their
caregivers’ decisions about allowing screen time, as well as what resources caregivers need
to navigate screen time use and technology for their young children.

A survey was distributed to Latinx caregivers who were participating in a parent education
program in an urban Minnesota school. The goal of the survey was to gather data about
parent and child screen time use, the principal reasons that parents allow screen time,
attitudes about screen time, and impacts of screen time on the household and relationships.
In addition, the study sought to learn about tools and resources that may be helpful to
families.

The study found that 39% of the participants’ children exceeded the screen time limits set
by the World Health Organization to some extent. However, the average amount of screen
time reported by caregivers was below the national average for Latinx children. The
majority (94%) of survey respondents expressed desire to reduce their children’s screen
time. Caregivers articulated that they would like some training on how to implement
parental controls on their home devices, monitor content closely, and set timers on devices.
In addition, they expressed a need for educational activities to do at home with their
children. The findings of this study demonstrate the need for educational programming to
support caregivers with navigation of technology use for their young children.
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Acknowledgements

I would like to express my gratitude to the many people in my life who made the

completion of this project possible. Firstly, to the participants in my ECFE classes, who so

graciously agreed to participate in this study. My work as an educator is filled with joy due

to your presence and the love your families bring into my classroom each day. It is a gift to

learn alongside you all.

I would also like to thank those who offered their encouragement and support

during my time at St. Cloud State University: Brittany Sullivan, Sandi Loxton, Melisa Brever,

and Frances Kayona. Throughout every step of my process of pursing my licensure and

degree, I felt your unending support and encouragement

Thank you to my colleague, Ángel, for your generous assistance with the translation

of the survey materials. Thank you also to Alicia, a dear friend and data guru, who offered

your skills and expertise on data analyses and pivot charts with so much enthusiasm and

patience.

Finally, I would like to thank my family; my husband Eduardo, who has been

supporting me on my educational journey for the past six years, as I slowly pursued my

career in Education. You took on household duties and care of our children during my

many classes, homework sessions, advising meetings, and thesis writing. And to my

children, Felix and Lucía, who fill me with the light, joy, and inspiration that keep my

passion and hope alive.

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Table of Contents

Page

List of Tables………….. ................................................................................................................................ 7

List of Figures ............................................................................................................................................... 8

Chapter

I. Introduction ................................................................................................................................ 9

Background of Study ..................................................................................................... 10

Statement of the Problem ........................................................................................... 12

Purpose of the Study .................................................................................................... 13

Research Questions ...................................................................................................... 14

Assumptions of the Study ........................................................................................... 14

Objectives of the Study ................................................................................................. 15

Delimitations of the Study .......................................................................................... 15

Institutional Review Board Approval..................................................................... 15

Definition of Terms ........................................................................................................ 16

II. Review of Literature .............................................................................................................. 17

Children Screen Time Usage ...................................................................................... 17

Caregiver Screen Time Usage ................................................................................... 19

Caregiver Mental Health................................................................................ 19

Technoference ................................................................................................... 20

Caregiver Technology Use and Attachment ........................................................ 21

Factors Influencing Screen Time Permissiveness ............................................ 21

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Chapter Page

Caregiver Stress ................................................................................................ 22

Parent Style and Self-Efficacy...................................................................... 23

Socioeconomic Status and Screen Time Usage .................................... 23

Weather................................................................................................................ 24

Latinx Children and Screen Time Usage ............................................................... 24

Tools and Resources for Caregivers to Manage Screen Time Usage ......... 25

Literature Review Summary ..................................................................................... 26

III. Methodology ............................................................................................................................ 28

Research Questions ....................................................................................................... 28

Research Design ............................................................................................................. 29

Independent Variables ................................................................................... 29

Dependent Variables ....................................................................................... 30

Instrumentation ............................................................................................................. 30

Context of the Study...................................................................................................... 31

Study Participants.......................................................................................................... 31

Criteria for Participation ............................................................................................. 32

Securing Permission ....................................................................................... 32

Recruiting Strategies ....................................................................................... 32

Sample Procedure.......................................................................................................... 33

Data Collection Procedures ....................................................................................... 33

Data Analysis Procedures ........................................................................................... 34

Data Security.................................................................................................................... 34
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Chapter Page

IV. Results…… ................................................................................................................................ 35

Basic Descriptive Findings ......................................................................................... 36

Demographic Findings .................................................................................. 36

Screen Time Practices ................................................................................... 37

Beliefs and Attitudes ...................................................................................... 40

Open Ended Comments ............................................................................................... 45

V. Findings and Conclusions .................................................................................................... 47

Summary of the Study.................................................................................................. 47

Conclusions ...................................................................................................................... 48

Research Question 1....................................................................................... 48

Research Question 2....................................................................................... 49

Research Question 3....................................................................................... 50

Research Question 4....................................................................................... 51

Discussion ......................................................................................................................... 51

Limitations ....................................................................................................................... 54

Recommendations for Further Research ............................................................. 54

Recommendations for Practice ................................................................................ 56

References……………….. ............................................................................................................................. 56

Appendices

A. Institutional Review Board Approval ......................................................................... 63

B. Participant Consent Form ............................................................................................... 64

C. Survey Instrument ............................................................................................................. 66

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List of Tables

Table Page

1. Age of Children……………………………………………………………………………………… 36

2. Time Participating in ECFE……………………………………………………………………. 37

3. Child and Adult Screen Time Relationship……………………………………………… 37

4. Screen Time by Age Group…………………………………………………………………….. 38

5. Child Screen Time by Age………………………………………………………………………. 38

6. Percentage of Children Exceeding Screen Time………………………………………. 39

7. Caregiver Attitudes about Screen Time…………………………………………………... 40

8. Screen Time Impacts on Household……………………………………………………….. 42

9. Common Reasons for Screen Time Allowance………………………………………… 43

10. Tools and Resources Needed…………………………………………………………………. 45

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List of Figures

Graph Page

1. Average Screen Time by Age…………………………………………………………….. 39

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Chapter One: Introduction

We live in a time where technology is rapidly changing, with increasing access and

usage in households across the globe. Not only has media usage increased as technological

advances have been made, the Covid-19 pandemic further shifted our reliance on

technology use. There was an increase in children’s screen time usage by an average of 150

percent in the United States during the Covid-19 lockdown (Ellis, 2022). Technology use

perhaps even became a means of “survival” for some families during the pandemic as we

relied on screens for connection, entertainment, education, work, and possibly childcare.

Not only did screen time usage amongst children increase more than ever during the

pandemic, this increase has been sustained, despite a return to post-pandemic times in our

daily lives and practices (Rideout & Robb, 2020). Further, higher rates of child screen time

use have been found in families with lower socioeconomic status, particularly amongst

Black and Latinx families (Nagata et al., 2022). This may be due to a broad range of factors,

including but not limited to: lack of afterschool programming, unsafe neighborhoods,

stressed caregivers, etc. (Nagata et al., 2022).

Countless studies have shown that excessive screen time usage in children has been

associated with a multitude of potential risks, including developmental delays, obesity,

depression, and poor social emotional skills (Kerai et al. 2021; McArthur et al., 2021;

Muppalla et al., 2023). The first three years of life are crucial for development, and the care,

connection, experiences, and guidance that children receive at this age have a lifelong

impact. When excessive screen time begins to replace these critical interactions and

developmental experiences, children’s development may be compromised.

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Considering that caregivers have a large influence on their children’s habits and

daily activities in early childhood, it is important to explore the factors that impact

caregivers’ decisions and permissiveness regarding screen time. With evidence that this

phenomenon impacts certain communities more than others, it is also crucial to

understand the unique factors that influence screen time use in these communities in order

to provide support and resources that are culturally specific and meet the needs of these

particular families. Therefore, this research study is designed to gather data regarding

screen time practices in Latinx households in an urban Minnesota community.

Additionally, the study will use a questionnaire to determine perceptions, beliefs, and

factors that influence caregiver decisions around screen time and technology usage for

their children under the age of five.

Background of study

Technology use in households has increased at a rapid pace, with child usage

doubling in the past two decades (Kerai et al., 2021). Furthermore, the Covid-19 pandemic

increased our reliance on technology and screens for much of our daily activities. Not only

has screen time increased, it is starting at a younger age; in 1970, the average first

exposure was at four years old. Now, kids have their first screen interactions at an average

of four months of age (Muppalla et al., 2023). One third of parents in the United States

report that their children under the age of five have begun interacting with a smart device

(Auxier et al., 2019). While technology and screens have provided many educational

opportunities and advances in our society, they must be used with caution and

intentionality, especially in the early years of development.

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Countless studies have shown the negative impacts of excessive screen time on the

development of young children; it can lead to a variety of problems, such as: vision

problems, trouble sleeping, less physical activity, obesity, increased anxiety and

depression, language delays, and less time engaging with family members and playing. One

study found that more than one hour of screen time per day was correlated with

“vulnerability” in developmental domains of physical, social emotional and cognitive health

for children under the age of five (Kerai et al., 2021). These findings have led to

recommendations by the American Association of Pediatrics and the World Health

Organization to place strict limits on screen time for children under the age of five (Chong

et al., 2023). Notwithstanding, it is evident that many children continue to exceed these

recommended limits on a daily basis. According to a study conducted by the American

Academy of Pediatrics and the Canadian Pediatric Society, the average screen time usage

for children under the age of two is 42 minutes a day, and the average usage for children

ages two to four is two hours and 39 minutes (Gagne, 2021), which is over double the

recommended amount. The statistics show that excessive screen time usage for young

children is a pervasive problem in our society.

While quite a lot of research has been dedicated to exploring the impacts of

technology on young children, there remains a lack of research that explore the factors that

lead to excessive technology use amongst young children (Morowaska, 2023). In order to

address excessive screen time usage in young children, we must better understand the

factors that impact caretakers’ decisions around technology usage for their children, given

their high level of influence during early childhood.

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Statement of the Problem

Despite the growing evidence of potential harms, many young children’s screen time

use continues to exceed recommended limits, with higher rates in communities of color

and lower socioeconomic status (SES). Screen time use was found to be higher for children

living in Hispanic and Black families with lower incomes, which may be due to lack of

access to extracurricular activities (Hartshorne et al., 2021), or a belief that exposure to

technology has educational benefits (Chong et al., 2023). For example, Latinx immigrant

families stated using television as a tool for their children to learn English (Nagata et al.,

2022). Children under the age of five are highly influenced by their caregivers, and

caregivers presumably have a fair amount of control of their children’s daily activities.

Several studies have also found that parental screen time use is highly correlated with their

children’s screen time use (Lauricella et al., 2015).

The health of our future generations is crucial, and it is critical to investigate the

ways that this current generation of children is being impacted by technology use. Further,

it is worthwhile to explore the unique factors that influence caregiver decision-making

when it comes to technology use for their children, as they have the power to influence

their children’s technology use and content. Given the higher rates of technology use

amongst children in the Latinx community, this particular research study will be exploring

this issue in the context of the Latinx immigrant community in Minneapolis, with an

attempt to understand the factors that are unique to this community’s home technology

practices.
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Purpose of the Study

According to research, many habits are learned and developed during the preschool

years, and these tend to carry on into adulthood (Määtä et al., 2017). Young children are

highly influenced by their caregivers; beginning in the first few months of life, infants begin

to imitate their caregivers. Not only are young children constantly watching and emulating

their caregivers, their daily activities are often highly dictated by them. Given that

caregivers have such a profound influence on their children’s well-being and habits, it is

crucial that they are making choices that are beneficial to their children’s health and

development.

Thus, caregivers need to have access to information that can inform their parenting

choices. However, we also know that even when caregivers have information about

technology use, many do not adhere to the guidelines. Consequently, we must explore the

factors that influence an inability to adhere to recommended guidelines for technology use,

or an apathy to these guidelines altogether. In addition, we should explore what supports

caregivers need in order to follow the guidelines. While pediatricians and organizations

such as the World Health Organization offer guidelines, they seldom offer guidance on how

to adhere to these recommendations.

This study aims to explore the factors that influence Latinx caregiver behavior

around the use of technology for their young children. In addition, the study will attempt to

identify ways to support caregivers in navigating technology use and screen time for their

children.
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Research Questions

This study will explore the factors that influence decision-making around screen time

use for caregivers of young children (birth-five years) through the investigation of the

following research questions:

1. To what extent are Latinx caregivers currently following recommendations

provided by the World Health Organization (WHO) and American Association of

Pediatrics (AAP) for screen time usage for young children?

2. What factors, attitudes and beliefs influence Latinx caregiver permissiveness and

limit-setting around technology use for their children?

3. What are the barriers that Latinx caregivers face when trying to find alternatives to

technology/screen time for their children?

4. What tools and resources do Latinx caregivers need to navigate the ever-changing

realm of technology and media use?

Assumptions of the Study

This research study assumes that the following statements are true and that they

will support the exploration of this topic. They include:

1. Participants will respond honestly to surveys.

2. There is currently an over-reliance and over-use of technology and devices in

households.

3. Caretakers have the ability to influence their child’s screen time and technology

usage.
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Objectives of the Study

The objectives for this study include the activities that the principal investigator will

carry out in order to pursue the research on this topic. These include:

1. Obtain permission from the Institutional Review Board to conduct the research

study.

2. Obtain permission from Minneapolis Public Schools to conduct surveys with

caregivers who participate in our Early Childhood Family Education Program.

Delimitations of the Study

The delimitations of the study are the variables and factors that are either included

or excluded for this particular research investigation. They are as follows:

1. This study will only include Latinx families who currently have children ages zero to

five and are participating in our Early Childhood Family Education program at a

Minnesota School.

Institutional Review Board Approval

The researcher has taken and passed the appropriate IRB training. The researcher

will submit the appropriate approval form to the Institutional Review Board (IRB) for

review which will ensure the confidentiality of data to be collected and protection for the

participants of the study. Upon approval, the researcher will undergo training on

responsible conduct of research involving human subjects. This is to ensure that all

requirements established by St Cloud State University Institutional Review Board are

strictly observed. All study participants are volunteers who can decline to participate in the

study or stop taking the survey at any time. The survey data was collected without the

identification of respondents and would be destroyed at the study's completion.

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Definition of Terms

Screen Time: Any amount of time that a child is interacting with a technology device;

television, cell phones, tablets, and computers are all included in this category.

Caregiver: An adult that is primarily raising a child; this is often a parent, but the term is

also inclusive of other types of caregivers who may be in the role of raising a child, such as

a grandparent, aunt, or other family member. Caregiver and parent may be used

interchangeably throughout the course of this research study.

Early Childhood: The pivotal time in development that begins before birth and continues

through the age of eight when the brain is rapidly developing.

Early Childhood Family Education (ECFE): ECFE is a program offered through the public

school system in the state of Minnesota. ECFE offers weekly classes for caregivers and their

young children under the age of six. Classes include developmentally appropriate activities

for young children, as well as parent education for parent/caregiver participants in the

program.

Technoference: Intrusions in time parents and children spend together due to technology

(McDaniel & Radesky, 2018).

Latinx: Gender-neutral term to refer to individuals who have origins in Spanish-Speaking

countries.
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Chapter Two: Review of Literature

This review of literature is designed to better understand the current context

regarding screen time and young children, as well as the factors that influence their screen

time usage, with a particular focus on the immigrant Latinx population. This will include an

exploration of the research that has shown the impacts of screen time on young children’s

development, the extent to which caregivers are currently following recommendations

provided by the World Health Organization and the American Association of Pediatrics for

screen time usage, and the factors that influence caregiver permissiveness and limit-setting

around their children’s screen time usage. In addition, there will be an exploration of what

information, tools and resources are needed for Latinx caregivers to navigate the ever-

changing realm of technology and media usage for their young children.

Children Screen Time Usage

The current generation of children are the first to grow up in a world where screens

have become ubiquitous, providing them access to technology earlier and more easily than

any other generation before them. Research has shown that, on average, a child has their

first exposure to a screen at four months of age (Muppalla et al., 2023), while the

recommendation by the World Health Organization is zero screen time before the age of

two (Gagne, 2021). The recommendation for children between the ages of two and five

years old is less than one hour of screen time daily; however, the average use is two hours

and 39 minutes (Gagne, 2021).

The negative impacts on children’s development, mental health, and physical health

have been shown in a multitude of studies. There is a vast amount evidence that excessive

screen time has a lasting detrimental impact on a child’s cognitive development, language
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acquisition, self-regulation, physical health, and behavior (Muppalla et al., 2023). A study

by McArthur et al. (2021) found that children whose screen time use exceeded the one-

hour recommendation had higher rates of developmental and language acquisition delays.

When technology is used as an emotional regulator for young children, they can fail to

develop their own skills in this area, leading to problems with emotional regulation in their

development (Radesky et al., 2023). It has also been found that screen time interferes with

other developmental tasks that increase skills and development in early childhood

(McArthur et al., 2021). Nonetheless, technology use amongst children is widespread and

has become part of daily practices in households across the globe.

As screen time exposure increases at this crucial age of development and

attachment in early childhood, it is important to consider not only the impacts that screens

can have on development, but also, what interactions young children may be missing when

they are spending time on screens. Children learn best through interactions and connection

with their primary caregivers, and excessive screen time is associated with the

displacement of these essential interactions that young children need in order to thrive in

their development (Arumugam et al., 2021). Parent-child interaction plays a crucial part in

a child’s development self-regulation and language development during the first several

years of life, thus it is important to consider how these areas of development may be

impacted when these interactions are interrupted by screens (Lopes Almeida et al., 2023).

Due to the addictive nature of screens, managing screen time can be particularly difficult

for both children and their caregivers, leading to challenges in enforcing and abiding by

limits and rules (Arundell et al., 2022).

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Caregiver Screen Time Usage

One of the factors that most correlates with child screen time usage is the screen

time use of a child’s caregiver/parent; studies show that the average adult accesses digital

media an average of nine hours daily (McDaniel & Radesky, 2018) and checks their phone

up to 80 times each day (McDaniel, 2019). Not only does technology take caregiver/parent

attention away from their children, it may also role-model unhealthy screen time habits for

their young children (Chong et al., 2023 & Lauricella et al., 2015).

Caregiver Mental Health

A multitude of studies have shown that caregivers who report higher levels of stress

and depression also reported more technology use when their children are present

(McDaniel & Radesky, 2018). Parents have reported using technology as a way to connect

with the outside world when they are feeling isolated by being stuck at home with their

young children. Caregivers also reported using their personal devices to self-regulate,

distract, and calm down when experiencing parenting-related stress (Uzundağ et al., 2022).

Caregiver screen time use has also been seen to increase with children who have difficult

behaviors. Parent screen time use, however, can exacerbate these behaviors, as children

are often vying for their caregiver’s attention (McDaniel, 2019). Not only can caregiver

screen use lead to an increase in difficult behaviors, it can also send a message to children

that they are not as important or interesting as the device or screen. Another study found

that the more absorbed a parent is in their own screen time, the more harshly they reacted

to their child (Radesky et al, 2016). Parental phone use has also been found to result in less

parental responsiveness to their children’s needs and cues (McDaniel, 2021).

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Technoference

Caregiver screen time can also interrupt the quality and quantity of their time with

their children, which can lead to child depression, unmet needs, and lack of warmth in their

relationship (McDaniel & Radesky, 2018). There are concerns that frequent interference in

the caregiver-child relationship caused by parental screen time use may lead to difficulties

in a child’s socioemotional and cognitive development (Uzundağ et al., 2022). Several

studies have shown that children overall have a negative association with their parent’s

device usage, stating feelings such as sad, lonely and angry (McDaniel, 2019). This

phenomenon is known as “technoference”, which is defined as “intrusions in time parents

and children spend together due to technology” (McDaniel & Radesky, 2018). It is worth

noting that this has become such a widespread problem that it has acquired its own

terminology.

The perpetual presence of screens and technology in households has an inevitable

impact on the interactions and relationships in families. An Australia study on screen time

found that screen time led to conflict amongst family members, with disagreements

regarding quantity of screen time and difficulty ending screen time being common issues

(Arundell et al., 2022). In addition, many caregivers report that screen time management

create conflict in their relationship when there is inconsistency in the limits and regulation

(Arundell et al., 2022). McDaniel (2019) found that when caregivers are using their

technological devices, they are less likely respond timely or appropriately to their

children’s needs.
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Caregiver Technology Use and Attachment

One of the most concerning findings is the researcher’s literature review is the

possible link between parent technology use and parent-child attachment issues (McDaniel,

2019). Attachment is the irreplaceable bond that develops between a primary caregiver

and an infant during the first year of life (Berk & Meyers, 2016). Half a century of research

on this topic has demonstrated that parent-child attachment is fundamental to the

socioemotional well-being of a child throughout their lifespan (Berk & Meyers, 2016).

Children that do not form a secure attachment to at least one adult in their infancy often

struggle for the rest of their lives with relationships and socioemotional development (Berk

& Meyers, 2016).

A study by Linder et al (2021), suggests that as caregiver/parent screen time

increases, their level of connection with their infant decreases. Joint attention is one of the

foundational aspects of connection and learning for infants and young children and is a

cornerstone of attachment. Joint attention requires the caregiver to be actively engaged

with their infant, with full attention and eye contact. Unfortunately, when a caregiver has a

device in their hand, their attention and eye contact are often averted, which takes away

from this essential interaction with their child (Berk & Meyers, 2016). Given these findings,

we should be very alarmed at the possible connections between technoference and

attachment, as it has the potential to impact young children for the rest of their lives.

Factors Influencing Screen Time Permissiveness

Several of the factors that have been shown to most impact caregiver

permissiveness around their children’s screen time use are the parent’s own use of screens,

their beliefs about screen time, and their motivation to regulate their children’ screen time
 22

use (Morawska et al., 2023). Studies have found that when caregivers believe that screen

time use is beneficial for their children, they tend to be more permissive (McDaniel et al.,

2023). Some caregivers believe that introducing technology to their children at an early

age will give then an advantage in future educational and career endeavors (Radesky et al,

2016). However, it is also common for parents to struggle with abiding screen time limits

even when they are aware of the risks and negative impacts on their children (Morawska et

al., 2023).

A survey of Australian parents found that parents use screens to manage their

children’s behavior, distract their child, and reward desired behavior (Halpin et al., 2021).

Elias et al. (2019) found eight common reasons that caregivers utilize screens for their

young children: keeping child occupied, regulate child’s schedule, calming the child,

rewarding behavior, use as a background, mealtime facilitation, putting child to bed,

enrichment, and parent-child bonding. Additionally, Common Sense Media found the

following as common reasons that caregivers allowed screen time: educational, fun,

parents need to get things done, to relax, keep child busy, boredom, calms my child

(Rideout & Robb, 2020).

Caregiver Stress

A common factor in screen time permissiveness is caregiver stress; caregivers with

higher levels of stress tend to utilize screen-time for their children as a way of coping with

their stress (Uzundağ et al, 2022). Many parents report that they lack the supports to raise

children, and have reported that technology and screens can provide a respite from the

demands and stresses of parenting (Hamilton et al., 2015). In addition to technology being
 23

highly appealing to young children, it can offer a much-needed break to caregivers who

often face stress and isolation (McDaniel, 2021).

Parenting Style and Self-efficacy

Parenting style is another factor that influences children’s screen time usage.

Parents who are more permissive or overreactive tend to permit more screen time for their

children (Halpin et al., 2021). Several studies have found that caregivers who feel

confident in their parenting abilities are more likely to set limits regarding screen-time use

for their children. On the other hand, parents who feel ineffective or incompetent as

parents are less likely to set boundaries, resulting in their children having more screen

time (Arumugam et al., 2021; Carson & Janssen, 2012; Chen et al, 2020; Halpin et al. 2021;

McDaniel, 2021).

One study posited that caregivers may turn to screen time as a resource when they

are unable to fully meet their children’s needs (Hartshorne et al., 2021). A study by Chen et

al. (2020) found that lower income parents who doubted their parenting skills were more

likely to offer their child a screen than to read books with them.

Socioeconomic Status and Screen Time Usage

Studies have found that parents with lower income and less education tend to be

more permissive with screen time use for their children (Määtä et al., 2017). Several

studies found that children from lower income families averaged almost twice as much

screen time as their higher income peers (Rideout & Robb., 2020; Thompson et al., 2023).

One possible reason for this trend may be that caregivers feel that access to technology and

screens will enhance their child’s opportunities in the future (Määtä et al., 2017). Radesksy

et al. (2016) found that caregivers from lower socioeconomic status (SES) backgrounds had
 24

a tendency to feel less confident setting limits with their children, which is a factor that

strongly correlates with higher technology use amongst children. Another factor is access

to quality programming for children, as well as safe areas to spend time outdoors. When

families feel that their neighborhood is unsafe, and lack safe places to bring their children,

they tend to rely more on screens to occupy and entertain their children (Thompson et al,

2023). Low-income families also have less access to preschool programming and childcare,

which leads to them spending more time at home, and their caregivers resorting to screens

as a way to entertain and/or educate their children (Nagata et al., 2022).

Weather

Weather, particularly cold weather, was stated in several studies as a reason that

parents let their children spend more time on screens. For families living in colder

climates, they felt they were refined to their homes and unable to take their children out.

This tendency may be even higher amongst immigrant families who have come from

warmer climates and are unaccustomed to spending time in cold weather (Thompson et al.,

2023).

Latinx Children and Screen Time Usage

On average, Latinx children living in the United States use a screen more than an

additional hour each day than their white peers (Rideout & Robb, 2020). Studies have

found that the average screen time use amongst Latinx toddlers was two and a half hours

daily (Duch et al., 2013, Rideout & Robb, 2020). There are a variety of factors that influence

a higher rate of technology use for this population. A study exploring Latinx caregivers’

beliefs about their children’s screen time use revealed that virtually all study participants

believed that screen time was educationally beneficial for their children (Ochoa & Reich,
 25

2020). In a screen time study done by Common Sense Media, 72% of Latinx caregivers

believed that technology and media use had educational benefits for their children

(Rideout & Robb, 2020). Low maternal self-efficacy was another factor identified

specifically amongst Latinx mother’s screen time permissiveness for their children

(Thompson et al., 2018). Other studies have found that lack of access to programming,

unsafe neighborhoods, and isolation also contributed to higher screen time use (Duch et al.,

2013). Poor weather is another reason that has been cited, particularly amongst Latinx

caregivers living in the United States (Thompson et al., 2023).

Tools and Resources for Caregivers to Manage Screen Time Usage

It is important for interventions for excessive screen time use amongst this age

group to focus on the caregiver, as young children do not have the capacity to self-regulate

their technology use (Morawska, 2023). Several studies have found that when parents feel

confident in their skills and abilities as caregivers, they are more likely to set consistent

limits for their children around technology (Arumugam et al., 2021). Given the numerous

findings that point to a strong relationship between parent self-efficacy and screen time

permissiveness, one of the potential tools for caregivers could be general parenting

support around boundary and limit-setting with their children (Mupalla et al., 2023). Other

research has found that providing caregivers with accurate education about the potential

harms of technology can help to change parent perceptions about their children’s

technology use (Lewis et al., 2021). However, it is also known that knowledge isn’t enough

to change behavior; thus, caregivers also need support in the implementation of healthy

habits, limit setting, and alternative activities for their children (Morawska, 2023).
 26

Caregivers may also benefit from support in reducing their own screen time, since it

has been found that parental screen use is highly correlated with the amount of time their

children spend on a screen (Asplund et al., 2015; Lauricella et al., 2015; Xu et al., 2015).

Given the high correlation between caregiver mental health and their use of screens,

addressing caregiver mental health also seems to be a key factor in reducing problematic

screen time use (McDaniel, 2021).

Interventions should also be realistic; we live in a world where technology has

become a part of our daily sphere, and it is improbable that caregivers will eschew

technology altogether. Rather than focus so much attention only on a reduction of screen

time, it would be worthwhile to focus on the specific ways in which children are using and

interacting with screens (Morawska, 2023). Research has shown that technology can be

beneficial when content is high-quality and there is co-viewing occurring with an engaged

adult (McDaniel et al., 2023); thus, education about navigating content and co-viewing

strategies is another area that could be explored.

Literature Review Summary

It is widely known that excessive screen time has been found to have a negative

impact on child development and health outcomes, prompting strict screen time limitations

by leading organizations on children’s health. Nonetheless, the majority of children are

being exposed to technology at an earlier age and for longer periods of time than ever

before. Further, statistics show that low-income children of color are most impacted by

this phenomenon. Child screen time habits are highly associated with the screen time

habits of their primary caregivers. Household screen time habits impact family dynamics
 27

and parent-child relationships, and may even cause disruptions in these relationships and

attachment.

Caregivers allow their children to use screen time for a variety of reasons, even

when they are aware of the possibly negative effects. Households have become reliant on

screens as a source of entertainment, education, emotional regulation, and behavior

management tool. For families who lack access to safe places to play and extra-curricular

activities, screens have become a way to keep their children occupied. Rather than avoid

technology completely, caregivers must learn to navigate technology use with their

children, as they have become an impermeable part of our existence.

 28

Chapter Three: Methodology

Research on technology usage by young children predominantly focuses on its

impacts, rates of usage, recommended usage, and is often generalized across communities

and races. This study will explore to what extent are Latinx caregivers currently following

recommendations provided by the World Health Organization (WHO) and American

Association of Pediatrics (AAP) for screen time usage for young children. Further, the goal

of this non-experimental survey research study is to better understand the specific factors

that influence Latinx caregivers’ permissiveness around their children’s technology usage.

The study aims to identify current practices, beliefs, and environmental factors that impact

screen time use amongst children in this community.

Data for this study will be captured via a questionnaire to Latinx families who are

participating in Early Childhood Family Education (ECFE) Classes in a Minnesota School.

The survey will contain questions that explore current household technology use amongst

the Latinx caregivers’ children, including: beliefs about technology use, factors influencing

technology use, and the desire to change technology use. The data will subsequently be

analyzed using basic descriptive statistics in order to capture trends and identify any key

factors influencing technology use practices. Further, the study aims to explore any

barriers that exist for limiting technology use amongst children, and possible tools and

resources for caregivers.

Research Questions

This study will investigate technology usage and practices amongst Latinx

caregivers and young children by exploring the following questions:

 29

1. To what extent are Latinx caregivers currently following recommendations

provided by the World Health Organization (WHO) and American Association of

Pediatrics (AAP) for screen time usage for young children?

2. What factors, attitudes and beliefs influence Latinx caregiver permissiveness and

limit-setting around technology use for their children?

3. What are the barriers that Latinx caregivers face when trying to find alternatives to

technology/screen time for their children?

4. What tools and resources do Latinx caregivers need to navigate the ever-changing

realm of technology and media use?

Research Design

This study will use a quantitative non-experimental survey design to capture data

from participants regarding their beliefs and practices surrounding technology usage for

their young children. The survey design includes a four-point Likert-type rating scales,

checklists, and open-ended questions. The rating scales will provide quantitative data that

will be analyzed using basic descriptive statistics. Numerical responses will provide the

opportunity for the data to be analyzed in terms of the frequency, mean, and mode, and will

be able to capture any trends that are present in the collected data. In addition, qualitative

strategies will be used to analyze data gathered through open ended questions, which will

provide the opportunity for participants to share additional information that may be

beneficial to the study.

Independent Variables

The independent variables for this study will be the participants’ current technology

practice and usage that they self-report in the survey.

 30

Dependent Variables

The dependent variables will be the participants’ perceptions on technology

practices and usage that will be captured in the survey. Validity of this study is established

through the expertise of the researcher, having worked as a Parent Educator with Latinx

families in Minneapolis, as well as the review of literature and empirical research.

Research and experience will address the validity issues regarding the survey and research

design. Pilot testing of the survey materials will be used to determine readability, linguistic

validity and clarity of the survey, and will be administered with a bilingual colleague or

other non-participant.

Instrumentation

The survey instrument for this study will be a questionnaire with twenty-five items

that are designed to explore caregiver practices, beliefs, and sentiments regarding screen

time usage for themselves and their young children. The questionnaire will contain a

variety of question types, including a Four-Point Likert Scale, open-ended questions, and

checklists.

The survey will be divided into four sections. The first section will utilize checklist

format questions to collect information regarding child age, amount of child screen time

use, and amount of adult screen time use. The following will utilize a Four-Point Likert-

type Rating Scale to capture data regarding caregiver attitudes about screen time use in

their household. The subsequent section will investigate reasons for screen time usage

using checklist format questions and open-ended questions. The final section will explore

opinions regarding the desire to change household screen time usage amongst participants

using open-ended questions (See Appendix C).

 31

Context of the Study

Volunteers for this study are current participants in a Minnesota Early Childhood

Family Education (ECFE) program. ECFE is a program offered for caregivers and their

children ages birth to five in Minnesota public school districts. Caregivers typically attend a

16-18 session weekly class with their child, where they connect with other caregivers,

participate in developmentally appropriate activities for their child, receive parent

education and parenting support. When possible, the class is offered in the families’ home

language or interpretation is provided. The ECFE program from which this study will draw

participants is situated in an urban Minnesota school district that offers linguistic and

culturally specific classes for families that comprise its population. The particular classes

that will be participating in this study are the Latinx ECFE classes for caregivers with

children ages birth to five.

Study Participants

The participants of this research study will be comprised of Latinx caregivers that

are currently participating in an Early Childhood Family Education (ECFE) program at a

Minneapolis School. Ninety-eight percent of the caregivers in this program are mothers,

with other caregivers being comprised of grandmothers and fathers. It is important to note

that the Latinx population in Minnesota is not monolithic, and vast diversity exists within

this community. Some families who are participating in the program are newly arrived

immigrants, while others have lived in Minnesota for several decades. Families also vary in

socioeconomic status, documentation status, and education levels. Families are also

linguistically diverse, with some speaking Spanish as a second language to their local

indigenous language in their country of origin. Families speak and understand varying
 32

levels of English; some speak fluently, while others speak and understand very little

English. Participants come from a variety of Spanish-speaking countries, including Mexico,

Ecuador, Guatemala, Venezuela, Chile, Peru, Argentina and El Salvador.

Participation in this study is voluntary, and no identifying information will be used,

in order to assure anonymity for participants. There are 67 Latinx caregivers available to

participate in the selected ECFE program for the study. All 67 participants will be invited to

participate in the study, therefore, there will be no random sampling used to select

participants.

Criteria for Participation

All participants in this study must be Latinx caregivers of at least one child between

the ages of birth to five years old and participating in a selected Early Childhood Family

Education (ECFE) program in Minnesota.

Securing Permission

Permission to survey caregivers for this study will be sought from the

Superintendent and Board of Education. An email will be sent to request permission along

with a written cover letter detailing the study and a sample template that may be used to

verify written permission by the Chief Executive Officer of the Organization.

Recruiting Strategies

Latinx caregivers who are currently participating in the ECFE program will be

invited to participate in the survey, but are under no obligation to do so. Caregivers will be

given the opportunity to complete the survey during the ECFE class time. The survey will

be anonymous and the researcher will not be present in the room at the time of the survey

to ensure that participants do not feel pressured or obligated to participate. The survey
 33

will be translated into Spanish to meet the linguistic needs of study participants. A cover

letter including participant consent will be distributed during our ECFE class. Caregivers

will read and sign the letter of consent, and then be given a paper survey. When the

participants have completed the survey, they may insert it into the envelope provided. The

current researcher is an instructor in the program in which the participants will be selected

to participate. The purpose and nature and request to participate will be verbally

communicated by the researcher to each group of Latinx caregivers that physically attend

the Early Childhood Family Education (ECFE) classes.

Sampling Procedure

This study uses a convenient sample, as all participants in the study are Latinx

families who are participating in ECFE classes for which the researcher instructs. The

option to participate in the study will be offered to all caregivers who are attending the

researcher’s ECFE classes. This study will gather data for this population in its entirety in

hopes of a higher return rate of responses.

Data Collection Procedures

Prior to data collection, permission will be sought by the Institutional Review Board

to conduct this study. In order to protect the privacy of participants, no identifying

information will be collected in the surveys. The survey will be distributed via a paper

survey to participants in the researcher’s ECFE Parent Education class. A paper survey has

been chosen for this research study to eliminate any barriers that an electronic survey may

present for participants who are unfamiliar with navigating new technology. Prior to

taking the survey, the researcher will give an explanation of study participation, risks, and

background information. Study participants will sign a consent form to confirm that they
 34

have received information and consent to participating. After the overview, the

participants will be allowed time to complete the survey if they wish, during which time the

researcher will leave the room to allow for privacy and confidentiality. Participants who

are not present on the day of the class will receive the survey the following class session,

and will have the opportunity to complete it within two weeks.

Completed surveys will be collected and inserted into sealed envelopes by the

researcher where they will be stored in a locked file cabinet until data analysis. Once all

surveys are distributed and completed, the researcher will enter data from surveys into an

excel spreadsheet on a password protected computer.

Data Analysis Procedures

As stated, data collected will be entered into an excel spreadsheet and analyzed with

the support of a data analyst. This study will use basic descriptive statistics to analyze and

capture any trends in the collected data. Numerical responses from the rating scale items of

the questionnaire will be analyzed using measures of central tendency. Responses from

items using a checklist will be ranked in order, and will be analyzed by measures of

frequency, mean, and standard deviation. The open-ended questions will be analyzed

qualitatively to search for trends that are present in the responses.

Data Security

All data that is collected for the purposes of this research study will be kept

confidential and individual results will remain unidentifiable to the researcher and review

board in order to protect participants. The researcher’s computer is password protected

using multi-factor authentication. The researcher will offer to share aggregated results of

the study upon request.

 35

Chapter Four: Results

The goal of this study is to explore the specific factors that influence Latinx

caregivers’ permissiveness around their children’s technology usage. This information is

important so that we can better understand how to support these caregivers around best

practices with technology use for their young children. The overuse of screens has become

a public health issue that has been linked with obesity, depression, cognitive and language

delays, sleep problems, attention and self-regulation problems, and social emotional issues.

It has also been found that excessive screen time impacts Latinx children at higher rates

than other demographic groups (Thompson et al., 2023).

During the first three years of life neural pathways are developing rapidly, making

children at this age are even more vulnerable to the impacts of screen exposure due to their

high level of neuroplasticity (Lopes Almeida et al., 2023). Given the strong influence of

caregivers over their young children, our best opportunity to address this issue is by

working closely with those who have most influence over young children. Thus, it is

important to understand what factors are influencing caregivers’ decisions around

technology usage for their young children, and what support they need in order to develop

healthy technology use in their household. In addition, it is important to understand the

unique circumstances that may impact the Latinx immigrant population in regards to

technology use.

This research study collected information that explored caregivers’ screen time

practices, beliefs, and the factors influencing their household screen time use. Data was

gathered using a survey that contained open-ended questions, checklist questions, and a
 36

Likert-type rating scale. This chapter will discuss the research findings that were analyzed

via collected data.

Basic Descriptive Findings

In order to assure anonymity and increase the likelihood of honest survey

responses, minimal demographic information was collected on the survey. The

demographic data that was collected included the age of the child participating in the

program as well as the amount of time each caregiver had participated in ECFE

programming.

Demographic Findings

The charts below share the demographic data that was collected in this study. Table

1 displays the ages of the children in the study, and what percentage of the overall

participants are in each age group.

Table 1

Age of Children

Age: 0-11 mo. 1 year 2 years 3 years 4 years 5 years

Count: 2 4 9 15 12 4

Percentage: 4% 9% 20% 33% 26% 9%

Note. Survey Item 1, Basic Results (N=46)

Table 2 shows the amount of time that each respondent has been participating in

the ECFE program. The goal of collecting information about the amount of time in the ECFE

program was to see if this had any relationship with child screen time usage or parenting

self-efficacy. No relationship was found in either of these categories.

 37

Table 2

Time Participating in ECFE

Time in ECFE: < 1 year 1 year 2 years 3 years 4 years 5+ years

Count: 18 6 8 4 1 9

Percentage: 39% 13% 17% 9% 2% 19%

Note. Survey Item 5, Basic Results (N=46)

Screen Time Practices

The survey also collected information about caregiver and child daily screen time

practices. The average amount of daily time that adults reported being on a screen

themselves was 2.2 hours. The average amount of daily screen time that adults reported

for their child was approximately 1.3 hours. In general, children who had excessive screen

time (more than 2 hours daily), also had parents who spent a higher amount of time on

their screens each day. Table 3 illustrates the relationship between child and adult screen

time reported in this study.

Table 3

Child and Adult Screen Time Relationship

Child Screen Time Adult Screen Time Average

More than 1 hour daily 3.5 hours

Less than 1 hour daily 1.3 hours

Note. (N=46)

Given that screen time recommendations are generally grouped by age ranges of

under two and two to five, I have disaggregated the information by these age ranges as

well, as seen in Table 4. When disaggregated by these age groups, the average screen time
 38

use for children under age of two was .5 hours, and screen time use was 1.3 hours for

children ages two to five.

Table 4

Screen Time by Age Group

Age Group Quantity Average Screen Time Low High

Under 2 years 6 .5 hours 0 minutes 1 hour

2-5 years 40 1.3 hours 30 min 5+ hours

Note. Survey Item 2 (N=46)

Table 5 displays the screen time amounts for children when disaggregated by more

specific ages of the children, and Graph 1 shows this information in a graph format. It is

notable that screen time is highest in 3-year-olds, and then decreases for 4- and 5-year-

olds.

Table 5

Child Screen Time by Age

Age of Child Screen Time Average Count Low High

0-11 mo. .25 hour 2 0 .5

1 year .5 hour 4 0 1.0

2 years .9 hour 9 .5 1.5

3 years 1.8 hours 15 .5 5+

4 years 1 hour 12 .5 3.0

5 years 1.6 hours 4 1.0 3.0

Note. Survey Item 2 (N=46)

 39

Figure 1

Average Screen Time by Age

Hours of Average Screen Time by Age

2

1.8

1.6

1.4

1.2

0.8

0.6

0.4

0.2

0
0-11 mo. 1 year 2 years 3 years 4 years 5 years

Note. Survey Item 2 (N=46)

Table 6 displays the percentage of children in each age group who are currently

exceeding screen time recommendations made by the World Health Organization. In total,

the results show that 39% of the children in the study exceeded screen time to some extent.

Table 6

Percentage of Children Exceeding Screen Time

Age Quantity in Age Category How many exceeded? Percent of total

0-11 m. 2 1 50%

1 yr 4 3 75%

2 yr 9 2 22%

3 yr 15 8 53%

4 yr 12 2 17%
 40

5 yr 4 2 50%
Note. (N=46)

Beliefs and Attitudes

Beliefs and attitudes regarding household screen time usage were also explored in

this study using a Likert-type rating scale with a goal of gaining an understanding of the

beliefs and values that influence screen time usage amongst caregivers and their children.

Table 7 describes the responses to survey items six to fourteen, which were based on a

four-item Likert-type rating scale. Participants chose from strongly disagree (1), disagree

(2), agree (3), or strongly agree (4). Survey responses showed that the majority of

caregivers in our program feel confident in their ability to set limits for their children, with

96% of respondents choosing agree and strongly agree for item number six. Similarly, the

majority of caregivers also responded that they feel confident setting limits for screen time

for their children, with 95% having chosen agree and strongly agree to item seven.

While 58% of caregivers responded that they “feel good” about their child’s daily

screen time usage (item 9), 94% expressed a desire to decrease their child’s daily screen

time usage (item 11). The majority (69%) of caregivers agreed or strongly agreed that

screen time reduces the quality of interactions with their child (item 13).

Table 7

Caregiver Attitudes about Screen Time

Item Item Descriptors Strongly Disagree Agree Strongly

# Disagree Agree
1 2 3 4
4% 0% 45% 51%
6 I am confident in my
ability to set limits for 2 0 19 22
my child.
 41

7 I am confident in my 2% 2% 40% 55%

ability to set screen
time limits for my child. 1 1 18 25

8 I feel good about the 7% 13% 53% 27%

content that my child is
viewing while on a 3 6 24 12
screen.

9 I feel good about my 4% 38% 38% 20%

child’s amount of daily
screen time use. 2 17 17 9

10 I feel good about my 4% 36% 38% 24%

own amount of daily
screen time use. 2 16 17 11

11 I have a desire to 4% 2% 57% 37%

decrease my child’s
daily screen time 2 1 26 17
usage.

12 I have a desire to 5% 9% 61% 26%

decrease my own daily
screen time usage. 2 4 28 12

13 I think that screen time 7% 24% 43% 26%

decreases the quality of
interactions with my 3 11 20 12
child.

14 I think that screen time 24% 47% 22% 7%

helps me connect with
my child. 11 21 10 3

Note. Basic Statistical Results by Item (N=46)

Table 8 continues to describe household screen time usage, as well as some of its

potential impacts on the household. A four-point Likert-type rating scall was used, with

participants rating based on frequency; never (1), sometimes (2), often (3), always (4). The

purpose of items 15 and 16 were to better understand to what extent technology may be

interfering with parent-child relationships. Only 9% of survey respondents indicated that

 42

their own screen time use interrupts interactions with their child on a regular basis (often

or always). Ten percent of participants responded that they are distracted (often or

always) by their phone when spending time with their children. A small portion of survey

respondents indicated that their own screen time use interferes with the parent-child

relationship on a regular basis.

Table 8

Screen Time Impacts on Household (N= 46)

Item Item Descriptors Never Sometimes Often Always

#
1 2 3 4

15 My screen time use 23% 68% 7% 2%

interrupts my
interactions with my 10 30 3 1
child.

16 I am distracted by my 32% 59% 5% 5%

phone when I am with
my child. 14 26 2 2

17 It is easy to get my 5% 48% 16% 31%

child to end screen
time. 2 21 7 14

18 It is easy for me to end 5% 48% 9% 39%

screen time for myself.
2 21 4 17

19 Screen time is a source 45% 36% 11% 7%

of conflict in my
household. 20 16 5 3

20 I monitor my child’s 0% 16% 14% 70%

screen time use and
content. 0 7 6 31

Note. Survey Items 15-20 (N=46)

 43

Table 9 is a frequency count of the reasons that caregivers selected as top reasons

that they allow screen time for their child. It is in reference to survey question #21, “what

are the main reasons that you allow your child to have screen time?” Study participants

could select as many items as they chose on this question. The goal of this question was to

learn more about what factors influence screen time permissiveness for parents. The most

common reason that caregivers selected for why they allow screen time is “because they

asked for it”, with 56% of respondents selecting this option. “Bad weather” was selected by

35% of respondents, with the next most popular response being “for entertainment”

(30%). A portion of respondents believe that screen time has some benefit for their child;

21% selected “it is educational”, 17% “to learn English”, and 20%, “it is beneficial”.

Environmental factors also seem to play a role for several participants. As mentioned

above, the second most common response was “bad weather” (35%), and an additional

20% responded that they lacked safe places to bring their child to play outdoors.

Table 9

Common Reasons for Screen Time Allowance

Basic Description Frequency

Count
They ask for it 26

The weather is bad 16

Entertainment 14

Reward good behavior 13

Calm them down 12

It is educational 10
 44

Lack of safe places to play outdoors 9

It is beneficial 9

To learn English 8

My child is bored 8

They cry if I don’t let them 7

Lack of access to transportation to bring my child places 6

Other people in my household are on their screens 6

Manage behavior 5

I am stressed out 5

It is hard to say “no” to my child 4

Other people in my household offer my child a screen 4

Lack of programming for my child 2

Other: To be able to do things my child resists (hair, car rides, diaper, etc.) 2

Other: Childcare provider allows it 1

Other: When I need to put my other child asleep 1

Note. Survey Item 21 (N=46)

Table 10 explores possible tools or resources that caregivers may need to reduce

screen time for their child, based on survey item #22. Caregivers most frequently selected

needing “activity ideas for their child” (57%) and “places to bring my child to play” (57%)

as potential factors that would help reduce/manage screen time for their child.
 45

Table 10

Tools and Resources Needed, N=46

Basic Description Frequency

Count
Programming or school for my child 18

Activity ideas for my child 26

Places to bring my child to play 26

Access to transportation to take my child places 5

Strategies for setting screen time limits for my child 12

Note. Survey Items 22 (N=46)

Open Ended Comments

Three qualitative questions (23-25) were included at the end of the survey. The

purpose of these optional questions was to provide survey participants an opportunity to

share other thoughts, ideas, or questions regarding the topic of screen time and technology

usage in their household. These responses may be used to inform further research and

curriculum development on this topic.

Question 23 asked, “What, if any, barriers do you have to reducing screen time for

your child?” Several participants responded that the cold climate is a barrier as it causes

them to be stuck indoors for several months; lack of ideas for activities to do with their

children was brought up by several respondents as well.

In response to Question 24 (What other resources or tools (if any) do you need to

navigate your child’s technology use?), ten participants responded that they would like

some training or classes on how to manage their children’s devices, such as putting time

limits, limiting content, and placing restrictions. Several others responded that they would
 46

need some resources regarding educational activities that they could do with their

children.

The final qualitative question asked, “What other questions do you have about

technology use for your child?”. Several participants asked about the impacts of screen

time use, how much screen time and what content is appropriate for their child. Some

expressed a desire to learn strategies for how to decrease screen time for their child.
 47

Chapter Five: Findings and Conclusions

The goal of this study was to better understand the factors that influence

parent/caregiver decisions around screen time use for their young children. By learning

more about these factors, the researcher aims to develop tools and resources for caregivers

and their children based on what is learned in this study.

Summary of the Study

In order to examine caregiver practices and beliefs regarding screen time use for

their young children, a survey was developed and administered. The survey contained

checklist questions, Likert rating scale questions, and several open-ended questions to

gather some qualitative data that may not have been captured in the aforementioned

portions of the survey. A paper survey was distributed to participants during a parenting

class in an Early Child Family Education (ECFE) class to parents who consented to be part

of the study. The survey was translated to Spanish, which is the primary language of the

program participants. Of the 67 program participants, 46 completed the survey, resulting

in a return rate of 68%. Most participants who did not complete the survey were absent

the two weeks during which the survey was administered. All but one participant who was

present during the survey distribution completed the survey.

The caregivers who participated in the survey were all Latinx immigrant families

living in an urban Minnesota community. All families are currently participating in an

Early Childhood Family Education (ECFE) class and currently have at least one child under

the age of six. Approximately half of the study participants were new to ECFE, having

participating for less than two years. The other half of the respondents had been

participating for three or more years in the program. One third of respondents had
 48

children under the age of two, while two-thirds of participants had children between the

ages of three and five. The average reported screen time use for children under two years

old in this study was 30 minutes. The average reported screen time use for children

between two and five years of age was one hours and twenty minutes.

The survey revealed that nearly all participants (94%) have the desire to decrease

their child’s screen time usage. Parenting self-efficacy did not seem to be a factor in screen

time permissiveness for study participants, as a high percentage of them had strong

parenting self-efficacy (96%). Rather, caregivers cited reasons such a boredom, lack of

alternative activities and bad weather as principal reasons for allowing their child to utilize

screens. In addition, many of the respondents stated that they believed that screen time

had some benefits for their child. The majority of caregivers (90%) responded that their

own technology use was not interrupting their relationships and interactions with their

children on a regular basis.

Conclusions

The following conclusions have been made in regards to the research questions of

the study, based on the information provided by research participants.

Research Question 1:

To what extent are Latinx caregivers currently following recommendations provided

by the World Health Organization (WHO) and American Association of Pediatrics (AAP) for

screen time usage for young children?

As mentioned previously in this study, the World Health Organization (WHO) and

American Association of Pediatrics (AAP) recommend no screen time for children under

the age of two, and less than one hour for children between the ages of two and five (Gagne,
 49

2021). This study found that the reported average screen time use amongst the children

under the age of two was 30 minutes, and the average screen time for children between

two and five was approximate 1.3 hours. There was a broad range of usage, while some

families limited screen time to 30 minutes or an hour, while seven participants reported

that their children typically had over two hours of screen time daily.

Interestingly, the screen time amounts reported in this research survey are lower

than the statistics found by a study done by Common Sense Media, which found that Latinx

children under the age of two averaged 49 minutes daily, and children between the ages of

two and four averaged two and a half hours daily (Rideout & Robb, 2020).

Thus, according to the data collected in this research study, most caregivers are not

exceeding screen time limitations for their children by a very large margin. However, it is

notable that amongst the children in this research study, screen time increased for each age

group until three years of age, and then declined again for four and five-year-old children,

as displayed in graph 1.

Research Question 2:

What factors, attitudes and beliefs influence Latinx caregiver permissiveness and limit-setting

around technology use for their children?

The vast majority (94%) of caregivers responded that they have a desire to decrease

their child’s screen time use, as well as their own (87%). They generally believe that

screen time is not beneficial to their children and would like to reduce household screen

time.

The most common response to why caregivers allow their children screen time

(item 21) is “because they ask for it”, with 57% of respondents selecting this reason.
 50

Environmental factors such as poor weather (35%, f=16), and lack of safe places to play

outdoors (20%, f=9) were also common responses. In addition, many caregivers reported

using technology as a behavior management tool; they used screen time to reward good

behavior (28%, f=13), manage behavior (11%, f=5) calm child down (26%, f=12). Many

participants also responded that they allowed their child to use technology because they

believed it had educational value (f=10), could help their children learn English (f=8), or

was generally beneficial for their children (f=9).

The data suggests that although parents may not necessarily want to offer their

children screen time, they allow their children to do so because their children ask for it.

Environmental factors and housing also seem to have a significant impact on parent’s

decisions around technology use. Considering that all of the survey participants are

immigrants that come from warmer climates, one could assume that harsh winters in

Minnesota are a particular barrier for families taking their children outside as an

alternative to screen time. In addition, unsafe neighborhoods and lack of yards are other

factors that disproportionately impact immigrant families. Another theme in the data is the

belief that technology is beneficial to their children, offering either education or linguistic

opportunities to their children. This is consistent with previous research which has found

that when caregivers believe that their children benefit from technology, they are much

more likely to be permissive with screen time (Radesky et al, 2016).

Research Question 3:

What are the barriers that Latinx caregivers face when trying to find alternatives to

technology/screen time for their children?

 51

The barrier that was most commonly expressed was a lack of other activities for

their child. The majority of caregivers who took the survey are home with their child all

day, and expressed having difficulty finding engaging activities for their children. As

mentioned above, cold weather is another barrier for families in this study. The inability to

play outside or leave the house leads to an increase in screen time permissiveness as they

feel that their children are bored and lacking ample activities and entertainment options.

Research Question 4:

What tools and resources do Latinx caregivers need to navigate the ever-changing

realm of technology and media use?

Almost a quarter of study participants expressed a desire to learn how to better

navigate technology themselves when asked about what tools and resources they need in

open-ended question (item 24) on the survey. Caregivers want to learn how to monitor

their child’s screen time, control content, administer time limits, and assess the quality of

the programming available for their children. Caregivers also responded that they would

like educational resources and activity ideas for their children at home.

Discussion

The findings in this study suggest that the Latinx children in our program are not

exceeding the recommended screen time guidelines by a very large amount. The screen

time of children in this study actually fell below the averages reported by Latinx families in

a study conducted by Common Sense Media (Rideout & Robb, 2020). However, 44% of the

children in the study did exceed screen time guidelines to some extent. As mentioned

above, screen time amounts were highest for the three-year-old children in the study.

Given the trend in this particular study of screen time generally increasing with the age of
 52

the child, it was interesting that screen time decreased after the age of three for these

children. It is worth noting that the majority of children over the age of three in this study

are in full day pre-Kindergarten programming; it would be worth exploring how access to

educational programming is related to screen time usage in young children.

Even though most of the caregivers in the study did not report excessive screen time

use for their children, the majority of caregiver respondents (94%) did express a desire to

decrease their child’s screen time. As reported by caregivers, a variety of beliefs and

factors influence screen time in their households, the most common being that their child

desires screen time, using it as entertainment, to manage behavior, lack of other activities

and bad weather, and the belief that screen time is beneficial/educational for their child.

Findings in this study are consistent with prior research on screen time use amongst

young Latinx children, although the reported screen time in this study fell below what

other studies had found (Rideout & Robb, 2020). The reasons for allowing screen time

were also fairly consistent- particularly the belief that technology use is beneficial for

young children as well as the environmental factors that influence screen time use, such as

weather and unsafe neighborhoods (Thompson et al., 2023).

One aspect of this research study that was not consistent with other studies was the

way in which parenting self-efficacy has been widely found to impact screen time

permissiveness (Arumugam et al., 2021; Carson & Janssen, 2012; Chen et al, 2020; Halpin

et al. 2021; McDaniel, 2021). Almost all respondents in this survey (96%) reported

confidence in their ability to set limits for their child. The few caregivers who responded

low parenting self-efficacy did not report excessive screen time amounts for their children.

Parenting stress has also been found to be related to permissiveness around screen time
 53

(Uzundağ et al., 2022), but only a small percentage of caregivers in this study (10%) cited

stress as a reason that they allowed their child to use a screen.

Several research studies have found that parent technology use can begin to

interfere with parent-child interactions, interrupting the quality and quantity of these

interactions, a concept which has been coined as “technoference” (McDaniel & Radesky,

2018). Only ten percent of caregiver in this study self-reported that they feel that their

own screen time use interrupts their interactions with their children some of the time.

Caregiver screen time use has also been found to be one of the biggest predictors of their

children’s screen time habits (Chong et al., 2023; Lauricella et al., 2015). This study also

found that child screen time was indeed correlated with their caregiver’s screen time;

caregivers whose children exceeded screen time recommendation reported almost three

times the amount of screen time than caregivers whose children were within the

recommended screen time limits.

One of the purposes of this study is to learn about ways to support caregivers in

navigating technology with their young children. The caregiver responses provide some

tangible solutions that could be easily implemented by parent education programs. For

example, parents expressed a desire to learn how to navigate parental controls and content

on their children’s technological devices. In addition, caregivers also shared that they

would like more educational resources and ideas for developmentally appropriate

activities to do with their children at home.

The information gathered in this study is promising, as it shows that overall, the

Latinx children of the study were not exceeding screen time amounts by a very large

margin. Further, the majority of caregivers (94%) expressed a desire to reduce their
 54

children’s screen time. The tools and resources that caregivers requested to navigate

technology with their children are very tangible and could be easily implemented in a

parent education program such as ECFE. For example, a training on reviewing content,

parental controls, and placing time limits on technological devices could be designed and

implemented each semester. Parent educators can also create a list of high-quality content

programming for young children, as well as ideas for developmentally appropriate

activities that parents can use as an alternative to screen time for their children.

Limitations

The following limitations are acknowledged in this study:

1. This study was limited to Latinx caregivers in one school district in Minnesota

who are participating in the Early Childhood Family Education (ECFE) program.

2. All of the data collected for this study was self-reported. Caregivers were asked

to estimate their own screen time usage and their child’s average daily screen

time, and the reported numbers may not be accurate.

3. All of the surveys were completed individually by caregivers in the program.

There is a varying range of reading and writing proficiency amongst our

participants, many of whom have not had access to formal education. This may

have impacted comprehension of survey questions, and thus, the validity of the

survey responses.

Recommendations for Further Research

Recommendations for further research include:

 55

1. Replicate study to include larger population sample across demographic groups

and compare screen time use between different groups in order to get a more

complete picture of technology use amongst young children in this community.

2. Investigate the relationship between access to preschool opportunities and

screen time usage amongst preschool aged children.

3. Conduct a longer term pre and post study as a follow up to this study that

implements the tools and resources to help caregivers navigate technology use

for their young children and analyze their effectiveness in reducing screen time.

4. Conduct a qualitative study to better understand the experiences, values, and

beliefs related to children screen time usage with various target groups.

Recommendations for Practice

Based on the findings of this research study, recommendations for future practice

include:

1. Provide educational programming for caregivers about the impacts of

technology use on the development and wellness of children.

2. Provide a technology training for caregivers that focuses on how to set parental

controls and screen time limits on household devices.

3. Assist families in creating a family media plan, as well as strategies for limit

setting around technology usage in their household.

4. Provide resources such as educational activity ideas and affordable extra-

curricular activities for their young children.

 56

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 63

Appendix A

January 29, 2024

Katherine Percuoco
Email: katherine.percuoco@my.metrostate.edu

Faculty Mentor: Frances Kayona

The Institutional Review Board has reviewed your protocol to conduct research involving human subjects.

Project Title: Factors Influencing Screen Time Use Amongst Latinx Children in Early Childhood

Your project has been: Approved

IRB PROTOCOL DETERMINATION: Exempt

SCSU IRB#: 59115005

Please read through the following important information concerning IRB projects .

The principal investigator assumes the responsibilities for the protection of participants in this project. Any adverse events must be reported to the IRB as
soon as possible (ex. research related injuries, harmful outcomes, significant withdrawal of subject population, etc.).
The principal investigator must seek approval for any changes to the study (ex. research design, consent process, survey/interview instruments, funding
source, etc) by completing an IRB Modification/RevisionequestForm:https://webportalapp.com/webform/irb_modification_request_form
The IRB reserves the right to review the research at any time.

Feel free to contact the IRB for assistance at 320-308-4932 or email ResearchNow@stcloudstate.edu and reference the SCSU IRB number when corresponding
for expedited response. Additional information can be found on the IRB website https://www.stcloudstate.edu/irb/default.aspx.
 64

Appendix B

February 6, 2024

Dear Caregiver:

In an effort to gather information regarding screen time use among children under the age of five, I
am seeking your participation for my thesis research. My research centers on factors that influence
screen time use among young children, such as caregiver attitudes and screen time practices. The
overall purpose of the research is to better understand how to support caregivers in navigating
technology use and screen time with their young children.

Would you be willing to take a few minutes and complete the attached study about screen time use
in your household? Participation is voluntary and you are free to withdraw your consent and to
discontinue participation in this study at any time. All data provided will be kept confidential. Only
this investigator will be involved in the tabulation of the data. No birthdates, social security
numbers, or names will be required. The time required to complete the 23-item questionnaire is
approximately 10-15 minutes.

There are no anticipated risks associated with participating in this study. Your participation in this
survey will help our program learn more about how to best support caregivers in navigating screen
time with young children and inform future curriculum on this topic.

The district will be provided with an analysis and description of the results at the conclusion of the
study. Included is the questionnaire, which you are asked to complete of you wish to participate in
this study. If there are any questions, concerns, or objections please speak with Kate at (612) 405-
3473.

Upon completion of the questionnaire, place the questionnaire in the envelope provided, seal it and
return it to your Parent Education Instructor.

If you consent to participate in this study, please sign and date on the line below:

_________________________________________________________ __________________

Signature Date

Thank you for your time and participation in this study.

Sincerely,

Kate Percuoco
Early Childhood Teacher
Minneapolis Public Schools
612-405-3473, Katherine.percuoco@mpls.k12.mn.us

Enclosures: (1) Caregiver Questionnaire

 65

6 de febrero, 2024

Estimada Familias:

En un esfuerzo por aprender sobre el uso del tiempo de pantalla entre niños menores de cinco años,
estoy buscando su participación para mi investigación de tesis. Mi investigación se centra en los
factores que influyen el uso del tiempo de pantalla de los niños pequeños, como las actitudes del
cuidador y las prácticas de tiempo de pantalla en casa. El propósito general de la investigación es
entender mejor cómo apoyar a los cuidadores con el uso de la tecnología y el tiempo de pantalla con
sus hijos pequeños.

¿Estaría dispuesto a tomar unos minutos y completar la encuesta adjunto sobre el uso del tiempo
de pantalla en su hogar? La participación es voluntaria y usted es libre de retirar su consentimiento
y de interrumpir la participación en este estudio en cualquier momento. Todos los datos
proporcionados se mantendrán confidenciales. Solo este investigador estará involucrado en la
tabulación de los datos. No se requerirán fechas de nacimiento, números de seguro social o
nombres. El tiempo requerido para completar el cuestionario es aproximadamente 15 minutos.

No hay riesgos anticipados asociados con la participación en este estudio. Su participación en esta
encuesta ayudará a nuestro programa a aprender más sobre cómo apoyar mejor a los cuidadores en
la navegación del tiempo de pantalla con niños pequeños e informar el futuro plan de estudios
sobre este tema.

Si usted tiene cualquier pregunta sobre el estudio, pueden contactar a Kate (612) 405-3473.

Al completar el cuestionario, coloque el cuestionario en el sobre proporcionado por su Instructor de

Educación para Padres.

Si usted acepta participar en este estudio, por favor firme y poner la fecha en la línea de abajo:

_________________________________________________________ __________________

Firma Fecha

Gracias por su tiempo y participación.

Atentamente,

Kate Percuoco
Early Childhood Teacher, Minneapolis Public Schools
612-405-3473 Katherine.percuoco@mpls.k12.mn.us

Enclosures: (1) Caregiver Questionnaire

 66

Appendix C

Parent/Caregiver Survey

1. Age of Child:

____0-11 months
____1 year old
____2 years old
____3 years old
____4 years old
____5 years old

2. Average amount of your child’s daily screen time:

_____0 minutes
_____1-30 min.
_____31-60 min.
_____61-90 min.
_____91-120 min.
_____2-3 hours
_____3-4 hours
_____4-5 hours
_____5+ hours

3. Average amount of your (caregiver) daily screen time:

_____0 minutes
_____1-60 minutes
_____1-2 hours
_____2-3 hour
_____3-4 hours
_____4-5 hours
_____5+hours

4. How many children live in your house?

__ 1
___ 2
___ 3
___ 4
___ 5
___ 6 or more

5. How long have you participated in ECFE?

___ less than 1 year
___ 1 year
___ 2 years
 67

___ 3 years
___ 4 years
___ 5 years or more

Rating Scale
1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

6. I am confident in my ability to set limits for my child.

7. I am confident in my ability to set screen time limits for my child.

8. I feel good about the content that my child is viewing on a screen.

9. I feel good about my child’s amount of daily screen time use.

10. I feel good about my own amount of daily screen time use.

11. I have a desire to decrease my child’s daily screen time usage.

12. I have a desire to decrease my own daily screen time usage.

13. I think that screen time decreases the quality of interactions with my child.

14. I think that screen time helps me connect with my child.

Rating Scale
1 2 3 4
Never Sometimes Often Always

15. My screen time use interrupts my interactions with my child.

16. I am distracted by my phone when I am with my child.

17. It is easy to get my child to end screen time.

18. It is easy for me to end screen time.

19. Screen time is a source of conflict in my household.

20. I know what my child is viewing then they are on a screen.

 68

21. What are the main reasons that you allow your child to have screen time? (Mark all
that apply)

_____They ask for it

____Reward good behavior
____Manage behavior
____Calm them down
____They cry if I don’t let them
____I need to things done
____It is difficult for me to say “no” to my child
____Entertainment
____I am stressed out
____My child is bored
____It is educational
____To learn English
____It is beneficial
____The weather is bad
____There is not enough programming for my child
____I don’t have access to a safe place to play outside
____I don’t have access to transportation to bring my child places
____Other people in the household are on their screens
____Other people in my household offer my child a screen
____Other__________

22. If you feel that your child has too much screen time, what would you need in order
to reduce it?

____Programming for my child

____Activity ideas for my child
____Places to bring my child to play
____Access to transportation to take my child places
____ Strategies for setting screen time limits for my child
____ other_______________
____ other _______________

23. What, if any, barriers do you have to reducing screen time for your child?

24. What resources do you need to navigate technology use for your child?

25. Do you have any questions about screen time use for your child?
26.
 69

Encuesta Para Cuidadores o Padres de Familia

1. Edad de su niño/a que está participando en ECFE:

____0-11 meses
____1 año
____2 años
____3 años
____4 años
____5 años

2. ¿Cuánto tiempo pasa en frente de una pantalla su hijo/a durante el día?

_____0 minutos
_____1-30 min.
_____31-60 min.
_____61-90 min.
_____91-120 min.
_____2-3 horas
_____3-4 horas
_____4-5 horas
_____5+ horas

3. ¿Cuánto tiempo pasa usted en frente de una pantalla durante el día?

_____0 minutos
_____1-60 minutos
_____1-2 horas
_____2-3 hora
_____3-4 horas
_____4-5 horas
_____5+horas

4. ¿Cuántos niños/as viven en su casa?

___ 1
___ 2
___ 3
___ 4
___ 5
___ 6 o más

5. ¿Cuánto tiempo tiene usted participando en ECFE?

___ menos que 1 año
___ 1 año
___ 2 años
___ 3 años
___ 4 años
___ 5 años o más
 70

6. Me siento yo seguro de mi capacidad para poner límites a mi hijo/a.

1 2 3 4
Muy en desacuerdo En Desacuerdo De acuerdo Muy de Acuerdo.

7. Me siento yo seguro de mi capacidad de poner límite de tiempo para el uso de la

pantalla a mi hijo/a.
1 2 3 4
Muy en desacuerdo En Desacuerdo De acuerdo Muy de Acuerdo.

8. Me siento a gusto con lo que está viendo mi hijo/a en la pantalla.

1 2 3 4
Muy en desacuerdo En Desacuerdo. De acuerdo Muy de Acuerdo.

9. Me siento a gusto con la cantidad de tiempo que mi hijo/a pasa en la pantalla.

1 2 3 4
Muy en desacuerdo En Desacuerdo De acuerdo Muy de Acuerdo.

10. Me siento bien con la cantidad de tiempo que paso yo en una pantalla.
1 2 3 4
Muy en desacuerdo En Desacuerdo. De acuerdo Muy de Acuerdo.

11. Tengo el deseo de disminuir la cantidad de tiempo que mi hijo/a pasa en una
pantalla.
1 2 3 4
Muy en desacuerdo En Desacuerdo. De acuerdo Muy de Acuerdo.

12. Tengo el deseo de disminuir la cantidad de tiempo que yo estoy pasando en una
pantalla.
1 2 3 4
Muy en desacuerdo En Desacuerdo. De acuerdo Muy de Acuerdo.

13. Yo creo que el uso de la pantalla en mi hogar disminuye la calidad de interacciones

que tengo con mi hijo/a.
1 2 3 4
Muy en desacuerdo En Desacuerdo. De acuerdo Muy de Acuerdo.
 71

14. Yo creo que el tiempo en pantalla me ayuda conectar con mi hijo/a.

1 2 3 4
Muy en desacuerdo En Desacuerdo De acuerdo Muy de Acuerdo.

15. Interrumpe el tiempo que paso yo en frente de la pantalla con las interacciones que
tengo con mi hijo/a.
1 2 3 4
Nunca A veces Muy seguido Siempre

16. Mi teléfono me distrae cuando estoy pasando tiempo con mi hijo/a.

1 2 3 4
Nunca A veces Muy seguido Siempre

17. Es fácil convencer a mi hijo/a que deje de ver la pantalla.

1 2 3 4
Nunca A veces Muy seguido Siempre

18. Es fácil para mi limitarme el tiempo en frente de la pantalla.

1 2 3 4
Nunca A veces Muy seguido Siempre

19. Causa conflictos en mi hogar el uso de las pantallas.

1 2 3 4
Nunca A veces Muy seguido Siempre

20. Yo sé lo que está viendo mi hijo/a cuando está en una pantalla.

1 2 3 4
Nunca A veces Muy seguido Siempre

21. ¿Cuáles son las razones principales que permiten que su hijo/a use una pantalla?
(Marque todas las que apliquen)

____Me lo pide
____Premio para buen comportamiento
____Para que se porte bien
____Para calmar al niño/a
____Lloran si no los permito usar una pantalla
 72

____Porque tengo cosas que hacer

____Se me hace difícil decir “no” a mi hijo/a
____Para entretenerlos
____Porque estoy bajo estrés
____Porque mi hijo/a están aburridos/as
____Es educacional
____Para aprender inglés
____Tiene beneficios para mi hijo/a
____El clima está mal
____No hay suficiente programación para mi hijo/a
____ No tengo acceso a un lugar seguro para jugar afuera
____ No tengo acceso a transporte para llevar a mi hijo a otros lugares
____Otras personas en la casa están usando una pantalla
____Otras personas en la casa le dejen usar una pantalla a mi hijo/a
____Otras cosas (escribe aquí o abajo):___________________

22. Si usted cree que su hijo/a tiene demasiado tiempo en la pantalla, ¿que necesitaría
para reducirlo?

____Programas educacionales para mi hijo/a

____Ideas para actividades con mi hijo/a
____Un lugar donde puedo llevar a mi hijo/a para jugar
____Acceso a transporte para llevar a mi hijo/a a otros lugares
____ Estrategias para poner límites en el tiempo de pantalla de mi hijo/a
____ otras ______________
____ otras_______________

23. ¿Existen barreras para reducir el tiempo de pantalla de su hijo/a? ¿Cuáles son?

24. ¿Qué clase de recursos necesita usted para navegar el uso de tecnología de su
hijo/a?

25. ¿Tiene usted alguna pregunta sobre el uso de la pantalla para su hijo?