关键词: 学龄前儿童, 短视频, 使用时长, 入学准备, 注意力

Abstract: Objective To investigate the independent effects of short-form video usage behavior and average daily duration on the multidimensional indices of attention among children aged 5-6 years during the school readiness period, and to characterize the corresponding dose-response relationship. Methods A repeated cross-sectional survey employing multiple time points (September 2021 to September 2024) was conducted among 612 children aged 5-6 years enrolled in senior classes across 12 kindergartens in Santai County, Mianyang City, Sichuan Province. Data on short-form video usage and potential confounding factors were collected, and attention was assessed through behavioral observation in conjunction with standardized rating scales. Two-level linear mixed-effects models were fitted to control for confounding at both the individual and kindergarten levels, with subgroup analyses performed and multiple comparisons corrected using the Bonferroni method (α′=0.012 5). Results A total of 589 participants were included in the final analysis (valid completion rate, 96.24%), with a median daily short-form video usage of 40.00 minutes. After adjusting for survey year, kindergarten-level clustering effects, and individual-level confounders, each 60 min increment in average daily usage was associated with a decline in the composite attention score (β=-0.205, P<0.01). Children with daily usage exceeding 60 min exhibited significantly lower attention scores relative to those with usage of 60 min or less (P<0.01), whereas the difference between the 30-60 min/day group and the <30 min/day group did not reach statistical significance (P>0.05). Subgroup analyses revealed a significant interaction between pre-bedtime usage and usage duration (P for interaction=0.012). Conclusion Average daily short-form video usage exceeding 1 hour among children aged 5-6 years is significantly associated with impaired attention, demonstrating a negative dose-response relationship. Stringent limitation of usage duration, together with enhanced caregiver supervision during the pre-bedtime period, is warranted.

Key words: Preschool children, Short-form videos, Usage duration, School readiness, Attention