From screens to books: Nudging toddlers’ caregivers toward healthier habits in low-SES families

Abstract

Objective: The following pilot mixed-design study evaluate a novel intervention feasibility and acceptability to generate preliminary hypotheses considering its potential to promote responsible screen and book use, parents’ interactions and cognitive development through one-month in-person sessions and virtual psychoeducation. Method: 24 mothers of toddlers aged 12 to 36 months (M.age = 30.21 months, SD = 7.68, female = 12) from Buenos Aires low-SES backgrounds participated. Measurements were taken at baseline, post-treatment (after one month, n = 16), and follow-up (after three months, n = 7). Sociodemographic, screen-use questionnaires, and psychometric tests assessing interactions, toddlers’ language and executive functions were administered. Workshops were recorded to assess mothers’ narrations about barriers and facilitators of behavioural change. Results: Children’s sentence use and verbal interactions tended to increase post-treatment. Barriers to behavior change included using screens to calm toddlers and disagreement between mothers. The facilitators were mothers’ awareness of the consequences of screen exposure and information access. Finally, positive associations were found between the number of books and verbal scaffolding. Conclusion: A long-term behaviour maintenance strategy should be developed for families, and further work is needed on the types of interactions mothers engage in during playtime with infants.