学龄前儿童视屏时间与睡眠状况对其情绪及行为问题的影响

  目的  研究学龄前儿童视屏时间和睡眠状况与其情绪及行为问题之间的相关性，探讨视屏时间与睡眠状况对学龄前儿童情绪及行为问题的联合作用。  方法  选取2017年11月―2017年12月扬州市8所幼儿园的2 946名3~6岁学龄前儿童作为研究对象，问卷调查学龄前儿童视屏行为、睡眠状况和学龄前儿童情绪及行为问题等情况，采用二分类logistic回归分析模型分析视屏时间与睡眠状况对学龄前儿童情绪及行为问题的影响。  结果  调整混杂因素后，发现视屏时间＞1 h/d的学龄前儿童发生品行问题、多动、同伴交往、长处与困难问卷(strengths and difficulties questionnaire, SDQ)困难总分可疑或异常的风险更高(P＜0.05)；睡眠时间＜10 h/d发生多动、同伴交往可疑或异常的风险更高(P＜0.05)；睡眠质量不良发生情绪症状、品行问题、多动、同伴交往、SDQ困难总分可疑或异常的风险更高(P＜0.001)。联合作用分析显示，睡眠时间＜10 h/d合并视屏时间＞1 h/d的学龄前儿童发生多动、SDQ困难总分可疑或异常的风险更高(P＜0.05)；睡眠质量不良合并视屏时间＞1 h/d更易发生情绪症状、品行问题、多动和SDQ困难总分可疑或异常(P＜0.001)。  结论  视屏时间＞1 h/d和睡眠质量不良对学龄前儿童情绪及行为问题更易产生负面影响。

Screen time and sleep status associated with emotional and behavioral problems in preschool children

  Objective  To study the impact of screen time and sleep status on emotional and behavioral problems in preschool children. Moreover, to explore the combined effect of screen time and sleep status on preschool children's emotional and behavioral problems.  Methods  From November to December 2017, a total of 2 946 preschool children aged 3-6 years in 8 kindergartens in Yangzhou were included. Information on screen behavior, sleep status, emotional and behavioral problems of children were obtained by questionnaire. Binary logistic regression model was used to analyze the effect of screen time and sleep status on emotional and behavioral problems in preschool children.  Results  After adjusting for confounding factors, preschool children with screen time >1 h/d had a higher risk of conduct problems, hyperactivity, peer problems, strengths and difficulties questionnaire (SDQ) difficulties (all P < 0.05). The risk of hyperactivity and peer problems were higher in preschool children with sleep time < 10 h/d (P < 0.05). And higher risk of emotional symptoms, conduct problems, hyperactivity, peer problems, and SDQ difficulties were associated with poor sleep quality (P < 0.001). Combined analysis showed that preschool children with sleep time < 10 h/d combined screen time >1 h/d had a higher risk of hyperactivity and SDQ difficulties (P < 0.05). And children with poor sleep quality combined screen time >1 h/d were more prone to have a higher risk of emotional symptoms, conduct problems, hyperactivity and SDQ difficulties (P < 0.001).  Conclusion  Screen time >1 h/d and poor sleep quality are more likely to have a negative impact on emotional and behavioral problems in preschool children.