ror.org/04sjchr03
Abstracts
Résumé
L’utilisation des appareils numériques par les jeunes enfants est un sujet qui a pris beaucoup d’ampleur dans les dernières années. Bien que des avancées aient été faites sur le plan scientifique, on ne connaît toujours pas précisément leur influence sur le développement des enfants. Cette recherche s’intéresse à l’association entre l’utilisation des écrans par les enfants d’âge préscolaire et leurs habiletés sociales, en explorant le rôle modérateur de la médiation parentale dans ces relations. 116 parents ayant au moins un enfant âgé de 3 à 5 ans et vivant au Québec ont rempli un questionnaire en ligne. Aucun lien n’a été trouvé entre le temps d’écran et les habiletés sociales des enfants. En revanche, la supervision parentale est associée positivement aux habiletés sociales de l’enfant et ressort comme un modérateur significatif de la relation entre le temps d’écran et les habiletés sociales.
Mots-clés :
- temps d’écran,
- enfants,
- préscolaire,
- habiletés sociales,
- TIC,
- médiation parentale
Abstract
The use of digital devices by young children is a topic that has gained a lot of attention in recent years. Although scientific advances have been made, the precise influence of these devices on children’s development is still not known. This research examines the association between preschoolers’ use of screens and their social skills, exploring the moderating role of parental mediation in these relationships. 116 parents with at least one child aged 3 to 5 years living in Quebec completed an online questionnaire. No relationship was found between screen time and children’s social skills. In contrast, parental supervision was positively associated with children’s social skills and emerged as a significant moderator of the relationship between screen time and social skills.
Keywords:
- screen time,
- children,
- preschooler,
- social skills,
- ICT,
- parental mediation
Appendices
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10.7202/1061774ar