The pre-frontal cortex (PFC), the part of our brain usually associated with executive function, also has connections to inhibitory control (IC). During the first couple of years of life, the PFC develops the ability of IC as it matures. IC is the capacity to self-regulate certain behaviors that would be considered inappropriate due to the circumstance or environment. The development of IC is important during the first few years of life since children typically begin preschool, which is a new setting for children to adjust to. Since IC plays a significant role in classroom behavior and school transitions, increased capacity for IC has been associated with higher academic achievement and learning outcomes. In the classroom, children who have difficulty waiting for their turn in line or children who are hyper and excited all the time are examples of potentially having lower IC.
While environmental factors, such as caregiving, can also affect IC, research reflects that IC's ability largely depends on the functional capacity of the PFC. In Dr. Bell’s research study, electroencephalogram (EEG) activity during rest from the ages of 10 months to 4 years old was measured. For IC and academic capability, the amount of change in frontal alpha power at age 4 could be used as a predictor for these abilities, as well as an association of better results on the Woodcock-Johnson math and reading tests at age 6. These changes in EEG also reflected in vocabulary abilities at age 4, but they were unable to be found in association with other academic skills. Yet, IC and PFC development is still linked to language ability and development.
As technology has become increasingly accessible, children have been exposed to more screen time than ever before. The term, “technoference,” which is a combination of the words “technology” and “interference” has become actualized in child and caregiver relationships. There has been a relationship found between toddlers with high levels of screen time having fewer conversations (including listening, speaking, and back-and-forth dialogue) with their caregivers. While technology (especially social media algorithms and on-demand media) has shown alterations to the capacity of IC, these results show an additional decrease in language exposure, face-to-face interactions, and social interactions. Since IC development is linked to environmental factors, such as caregiving, as well as language ability, the increased usage of screens does not promote IC abilities, which also can lead to difficulty educationally in the future.
To remedy some of the negative effects of screen time in children, it is beneficial to limit screen time, as some of the most significant decreases in words spoken and vocalizations was at 3 years old with an average of 2 hours 52 minutes of screen time daily. By being mindful of what is shown to children and what media they are exposed to, as well as reducing screen time and encouraging face-to-face interactions, these negative effects to IC due to screen exposure can be mitigated.
By: Thérèse Giannini
References
Baumgaertner, E. (2024). More Screen Time Means Less Parent-Child Talk, Study Finds. New York Times. https://www.nytimes.com/2024/03/04/health/children-screen-time.html
Whedon, M., Perry, N. B., & Bell, M.A. (2020). Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children’s early academic skills. Brain and Cognition, 146. https://doi.org/10.1016/j.bandc.2020.105636.
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