Abstract
BACKGROUND: The use of technological devices by children has increased in recent years, as several Italian studies have shown, even if limited studies assessed the possible effects on sleep and psychological wellbeing in preschool and schoolchildren. OBJECTIVES: This cross-sectional study seeks to examine the prevalence and typology of usage, as well as the potential socio-demographic factors associated with it. Additionally, it aims to assess emotional behavior and sleeping difficulties, and their possible correlations with children's attitudes towards technological devices. METHODS: The study included 314 children (52.2% males), with an average age of 7.86 years (SD = 2.02) and mainly their mothers (80.2%). Participants were given a series of self- and proxy-report questionnaires about the digital age, type of activities, hours of sleep, and their behavioral/emotional difficulties (CBCL and SDQ questionnaires). The analyses were descriptive and correlational because of the explorative nature of this study. RESULTS: Parents declared tablets as the device most used by children (49.8%), with an average daily use time of 22.86 min (SD = 33.62). Their digital starting age was on average 5.91 years (SD = 2.25) with mostly recreational activities (Mean = 3.15; SD = 0.72). Parents and children agreed on the time spent with the technological devices reports, while they discorded on the means of creative activities use (t(109) = -8.86; p < 0.001), with children reporting a higher frequency (M = 2.45; SD = 0.69) than their parents (M = 1.89; SD = 0.76). The tablet time was significantly different by gender (t(309) = -2.34; p = 0.02), with boys using tablets for a longer mean time than girls (27.8 versus 18.22) and having more ADHD problems (t(312) = -3.11; p = 0.002; 2.68 versus 1.74). Parents declared an average of 9.55 (SD = 0.55) hours of sleep per night for their children. A significant correlation was found between PC usage time and sleep hours duration (r = -0.13; p = 0.019). The frequency of tablet use was correlated with both the Behavioral Problems Scale (r = 0.15; p = 0.010) and the ADHD Scale (r = 0.11; p = 0.049). CONCLUSIONS: Based on these empirical results, preventive programmes and educational activities should be established.