Preschooler Digital Usage and Visual Spatial Performance: Implications for the Classroom

Authors

  • Kathleen Keefe-Cooperman University of North Carolina at Charlotte

DOI:

https://doi.org/10.55370/hsdialog.v19i2.552

Keywords:

visual spatial functioning, preschooler, screen time, mobile devices, integrated technology

Abstract

This research to practice paper summarizes a study focused on typically developing preschooler’s integrated technology usage. Different amounts of usage were found based on parental education, ethnic/racial identity, and SES. Television viewing patterns from a 2010 study were also compared to a 2014 group of children. Preschoolers from the 2014 group were watching similar amounts of television, but also had increased technological device usage. Children had greater total screen time than in the past. Lower maternal education, lower SES, and being from a historically disadvantaged background were associated with greater usage time. Preschoolers with higher reported digital media usage had lower WPPSI-IV Visual Spatial Composite scores and Full Scale IQ scores, on average. Strategies to improve visual spatial skills in the classroom setting are provided.

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Published

2016-07-07

Issue

Vol. 19 No. 2

Section

Research-to-Practice Summaries

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