Systematic review of sedentary behavior and cognitive development in early childhood

Carson, Valerie, Kuzik, Nicholas, Hunter, Stephen, Wiebe, Sandra A., Spence, John C., Friedman, Alinda, Tremblay, Mark S., Slater, Linda G. and Hinkley, Trina 2015, Systematic review of sedentary behavior and cognitive development in early childhood, Preventitive medicine, vol. 78, pp. 115-122, doi: 10.1016/j.ypmed.2015.07.016.

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Title Systematic review of sedentary behavior and cognitive development in early childhood
Author(s) Carson, Valerie
Kuzik, Nicholas
Hunter, Stephen
Wiebe, Sandra A.
Spence, John C.
Friedman, Alinda
Tremblay, Mark S.
Slater, Linda G.
Hinkley, TrinaORCID iD for Hinkley, Trina
Journal name Preventitive medicine
Volume number 78
Start page 115
End page 122
Total pages 8
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2015-09
ISSN 1096-0260
Keyword(s) Child
Growth & development
Child Development
Child, Preschool
Health Behavior
Infant, Newborn
Sedentary Lifestyle
Science & Technology
Life Sciences & Biomedicine
Public, Environmental & Occupational Health
Medicine, General & Internal
General & Internal Medicine
Summary OBJECTIVE: To comprehensively review observational and experimental studies examining the relationship between sedentary behavior and cognitive development during early childhood (birth to 5years). METHOD: Electronic databases were searched in July, 2014 and no limits were imposed on the search. Included studies had to be peer-reviewed, published, and meet the a priori determined population (apparently healthy children aged birth to 5years), intervention (duration, types, and patterns of sedentary behavior), comparator (various durations, types, or patterns of sedentary behavior), and outcome (cognitive development) study criteria. Data extraction occurred in October and November 2014 and study quality and risk of bias were assessed in December 2014. RESULTS: A total of 37 studies, representing 14,487 participants from nine different countries were included. Thirty-one studies used observational study designs and six studies used experimental study designs. Across study designs, increased or higher screen time (most commonly assessed as television viewing (TV)), reading, child-specific TV content, and adult-specific TV content had detrimental (negative) associations with cognitive development outcomes for 38%, 0%, 8%, and 25% of associations reported, respectively, and beneficial (positive) associations with cognitive development outcomes for 6%, 60%, 13%, and 3% of associations reported, respectively. Ten studies were moderate quality and 27 studies were weak quality. CONCLUSIONS: The type of sedentary behavior, such as TV versus reading, may have different impacts on cognitive development in early childhood. Future research with reliable and valid tools and adequate sample sizes that examine multiple cognitive domains (e.g., language, spatial cognition, executive function, memory) are needed. Registration no. CRD42014010004.
Language eng
DOI 10.1016/j.ypmed.2015.07.016
Field of Research 110699 Human Movement and Sports Science not elsewhere classified
1106 Human Movement And Sports Science
1117 Public Health And Health Services
1302 Curriculum And Pedagogy
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Elsevier
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