Systematic review of sedentary behavior and cognitive development in early childhood.

Autor: Carson V; Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada. Electronic address: vlcarson@ualberta.ca., Kuzik N; Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada., Hunter S; Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada., Wiebe SA; Department of Psychology, University of Alberta, Edmonton, Alberta, Canada; Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Alberta, Canada., Spence JC; Faculty of Physical Education and Recreation, University of Alberta, Edmonton, Alberta, Canada., Friedman A; Department of Psychology, University of Alberta, Edmonton, Alberta, Canada., Tremblay MS; Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada; Department of Pediatrics, University of Ottawa, Ottawa, Ontario, Canada., Slater LG; John W. Scott Health Sciences Library, University of Alberta, Edmonton, Alberta, Canada., Hinkley T; Deakin University, Centre for Physical Activity and Nutrition Research, School of Exercise and Nutrition Sciences, Victoria, Australia.
Jazyk: angličtina
Zdroj: Preventive medicine [Prev Med] 2015 Sep; Vol. 78, pp. 115-22. Date of Electronic Publication: 2015 Jul 26.
DOI: 10.1016/j.ypmed.2015.07.016
Abstrakt: 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.
(Copyright © 2015 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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