P060 Interactive screen time, time of engagement, sleep, and language development

Abstract Interactive screen time can include engaging with screen content or interacting with another person while using a device (co-viewing). Co-viewing can be beneficial for language development, including among children aged three to five years old. Another vital component of language development is sleep, as it helps to support cognition and memory consolidation. Generally, screen time is linked to lower sleep outcomes. However, time of day of engagement can play a role, but currently the findings are mixed. The current study investigates the relationship between interactive screen time engagement, time of day of engagement, sleep, and language development in children aged 3 to 5 years. Over three days, caregivers complete a screen time and sleep diary daily, questions related to co-viewing, and a standardised measure of language development (ASQ-3). Children wear an actigraphy watch to measure sleep objectively and complete an expressive vocabulary task. So far, 165 caregiver-child dyads have completed the study and recruitment is ongoing. Path analysis will assess the relationship between screen time engagement, time of day of use, sleep, and language outcomes. This study will highlight key influences on sleep and will provide a nuanced assessment on the relationship between screen time and language development. Delineating the relationship between the type of screen time engagement (low or high interaction), at different times of the day (morning, midday, or night), will assist in ensuring preschoolers attain high quality and sufficient sleep, and thus higher language outcomes. This could also help guide caregivers’ decision-making regarding screen time.