Funding outcome

Longitudinal Associations between Parent Child Technology Interference and Cognitive and Social Emotional Development in Early Childhood R. Martins , M. Boyd , S. Wiebe , C. Rinaldi , Y. Zheng , J. Rai , M. Potter , J. Li , K. Dorn , V. Carson University of Alberta, Edmonton, Canada Abstract: Purpose: Parent-child technology interference refers to technology (e.g., smartphone, TV) related interruptions to shared interactions and may undermine the responsive caregiving processes that support early executive function, language, and self-regulation development. However, evidence to date is largely cross-sectional. The purpose of this study is to examine longitudinal associations between parent-child technology interference and cognitive and socialemotional development across the preschool years. Methods: Participants were 360 parents and their preschool-aged children (3.0, 3.5, or 4.0 years at baseline) recruited in Western Canada as part of the TECHnology and Development in Early Childhood (TECH) project. Participants were followed over 12 months with assessments at baseline, 6 months, and 12 months (October 2022 to November 2024). Frequency of daily parent-child technology interference was assessed at each wave using an adapted 6-item Technology Device Interference Scale covering common devices (score range 0 to 36). Child cognitive outcomes were assessed at each wave via virtual administered games, including response inhibition (Head Toes Knees Shoulders), working memory (forward and backward word span), self-control (Snack Delay), and expressive vocabulary (Early Years Toolbox). Social-emotional development was assessed by parent-reported self-regulation (Child Self Regulation and Social Behaviour Questionnaire) and behavioural strengths and difficulties (Strengths and Difficulties Questionnaire at 6 and 12 month follow-up). Longitudinal associations will be estimated using Linear Mixed Models with random intercepts for time (i.e., age centered ). Technology interference will be treated as a time varying exposure. Models will be adjusted for children's sex, race/ethnicity, and non-parental care time as well as parental education, marital status, and stress. Results: Analyses will estimate associations between parent-child technology interference and each developmental outcome over time, reporting fixed effect estimates with 95 percent confidence intervals. Model diagnostics will evaluate residual assumptions, influential observations, and multicollinearity. Effect sizes and model fit indices (marginal and conditional R², information criteria) will be reported. Conclusion: This study extends prior cross-sectional evidence by testing whether technology related interruptions in parent-child interactions are longitudinally associated with preschool cognitive and social-emotional development. Findings will inform guidance and intervention targets aimed at supporting responsive caregiving and healthy early development in increasingly digital family environments.