Special Education

Study: TV Viewing byYoung Children Leads To Attention Problems

By Lisa Goldstein — April 14, 2004 3 min read
  • Save to favorites
  • Print

Television viewing by young children may lead to an increase in attention problems when they reach school age, according to a study in the April issue of Pediatrics.

Each hour of television watched on a daily basis at 1 and 3 years of age increases by 10 percent the risk they will have attention problems, such as attention deficit hyperactivity disorder, by the time they reach age 7, the study says.

Experts say the new study supports a previous recommendation by the American Academy of Pediatrics, which publishes Pediatrics, that parents avoid letting children under age 2 watch television out of concern for how it might affect their development.

Attention deficit hyperactivity disorder, one of the most common behavioral disorders encountered by educators, affects anywhere from 4 percent to 12 percent of school-age children in the United States, according to estimates.

“This study suggests that there is a significant and important association between early exposure to television and subsequent attentional problems,” Dimitri A. Christakis, the study’s lead author and a researcher at Children’s Hospital and Regional Medical Center in Seattle, said in a statement. “There is a tremendous and growing reliance on television for a variety of reasons. However, parents should be advised to limit their young child’s television viewing.”

Researchers looked at data from 1,278 children at age 1 and 1,345 children at age 3 who previously participated in the National Longitudinal Study of Youth, a federally sponsored health survey. Parents reported their children’s early TV-viewing habits and rated their behavior at age 7.

Ten percent of the children had attention problems by age 7, the researchers say, a proportion consistent with estimated rates of ADHD nationally. But the study lacks information on whether the children were formally diagnosed with ADHD.

The children studied watched an average of 2.2 hours of television a day at age 1 and 3.6 hours a week at age 3, the study says.

“In contrast to the pace with which real life unfolds and is experienced by young children, television can portray rapidly changing images, scenery, and events,"the researchers write in “Early Television Exposure and Subsequent Attentional Problems in Children.”

“It can be overstimulating yet extremely interesting,” the authors say.

But one ADHD expert said the study had flaws.

“This study raises certain questions and concerns about television viewing during early years,” said Andrew Adesman, the director of developmental and behavioral pediatrics at Schneider Children’s Hospital in New York City.

“They are reporting attention problems from the perspective of parents,” he said of the researchers. “We do need to remember there is a difference between parents and a clinical diagnosis.”

‘Sesame Street’ Different?

Dr. Adesman said the study also did not examine the kinds of TV programs viewed by the children.

“The study was purely looking from a quantitative standpoint, not a qualitative programming standpoint,” he said. “‘Sesame Street’ versus cartoons is a different story.”

David Bittler, a spokesman for Nickelodeon, the cable-television channel geared to young children, said the study did not consider that certain shows are developed with the developmental needs of young children in mind.

He said the host of “Blues Clues,” a popular show for 2- to 5-year-olds, for instance, blinks his eyes and turns his head away from the camera very slowly during the show so as not to overstimulate young viewers.

“Adults have described the pace as excruciatingly slow,” Mr. Bittler said. “We are not discounting the study. It just doesn’t take into account specific kinds of programming.”

In an editorial in the same issue of Pediatrics, educational psychologist Jane M. Healy called the study “important and long overdue.”

She noted that the pediatrics academy recommends no TV for children younger than 2, and no more than one to two hours daily of high-quality TV or video for older children. Yet a study last year by the Kaiser Family Foundation found that 43 percent of children age 2 or younger watched TV every day, and that 26 percent of youngsters in that age group had a TV in their bedrooms.

The academy’s message “is not hitting the target,” Ms. Healy writes.

Related Tags:

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Professional Development Webinar
Micro-Learning, Macro Results: Reimagining Professional Learning
Rethink professional learning with 3 strategies that personalize professional learning, validate expertise, and support educator retention.
Content provided by Mira Education & Modiv EDU
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School Climate & Safety Webinar
There But Not Present: Rethinking Student Engagement
Learn how to recognize the early signs of disengagement and what the behavioral science reveals about which interventions actually work.
Content provided by Frontline Education
Teacher Preparation Webinar What Teacher Education Should Look Like in the Age of AI
Explore the current trends around the use of AI in teacher preparation and continuing education with data from the EdWeek Research Center.

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Special Education Cameras in Special Ed. Classrooms: Safety Measure or Privacy Invasion?
Cameras don't address insufficient teacher training, inadequate staffing, and poor behavior policies.
7 min read
A photo showing a CCTV security eye style camera monitoring students in a classroom. The classroom is blurred in the background while the camera is in focus.
iStock/Getty
Special Education Spotlight Beyond the Diagnosis: Helping Students With Dyslexia Thrive
Explore what educators need to know about dyslexia—and how the right support can help students build confidence and thrive.
Special Education New Federal Guidance Could Roll Back Special Ed. Transition Services
New DOJ guidance threatens high school transition programs meant to help disabled students live independently.
3 min read
Lois Curtis, left, addresses a group at the state Capitol in Hartford, Conn., to observe the 10th anniversary of a U.S. Supreme Court ruling that qualified patients have the right to receive community-based care rather than to be institutionalized. Curtis was one of the to plaintiffs in the suit, Olmstead v. L.C. and E.W.
Lois Curtis, left, addresses a group at the Connecticut state Capitol in 2009 to mark the 10th anniversary of <i>Olmstead</i> v. <i>L.C.</i>, a U.S. Supreme Court ruling stemming from a lawsuit in which she was a lead plaintiff that established qualified patients' right to community-based care over institutionalization. In June, the U.S. Department of Justice stated it “will not rely upon the <i>Olmstead</i> Guidance in its enforcement” of the Americans with Disabilities Act, a move that advocates fear could upend transition planning for K-12 students who have disabilities.
Bob Child/AP
Special Education Opinion Disability Studies Is a Rich Discipline That Builds Empathy. How to Teach It
A more inclusive world starts with teaching all students the long history of disability rights.
Brittany R. Collins
•
5 min read
A classroom image with aspects of the struggles of disability rights woven through it.
Vanessa Solis/Education Week + Getty