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Hearing from the Author: Xuedi Li

  • 7 hours ago
  • 3 min read
Welcome to this edition of Hearing from the Author from TARGet Kids!. Here we connect with authors to hear a bit more about the work they've collectively published to connect readers with the findings. Invited for this interview – Xuedi Li. 
Xuedi Li is an epidemiologist with TARGet Kids!, whose work focuses on child growth, development, and early chronic disease prevention using large longitudinal data and quantitative methods.

In this conversation, she reflects on her research examining screen time in early childhood and its relationship with school readiness, including performance on standardized assessments. In this interview, Xuedi shares what motivated the study, what the findings reveal, and how these insights can help inform everyday decisions for families, educators and those supporting children's learning and development.



Q: Can you briefly share what this study explored?
In this study, we wanted to understand whether children’s early screen time is linked to how they do later in school. We followed over 3000 TARGet Kids! children in Ontario between 2008 and 2023 and looked at how much time they spent on screens around ages 5 to 7. We then linked that information to their results on provincial standardized tests, the Education Quality and Accountability Office (EQAO) assessments, in reading, writing, and math in Grades 3 and 6.

Q: What stood out most to you?
We found that higher levels of screen time in early childhood were associated with lower academic achievement later on, particularly in reading and math. For example, each additional hour of daily screen time was linked to about a 10 percent lower chance of achieving higher scores on EQAO tests, even after accounting for important sociodemographic factors. Given how common screen use is among children today, what stood out most was the magnitude and consistency of these associations, which has important public health implications.

Q: Why do these findings matter for children, families, and everyone who supports their learning and development?
This study suggests that higher levels of daily screen time in children are linked to lower academic achievement in elementary school. At the same time, we recognize that screens are a normal part of daily life. The goal is not to eliminate them completely or assign blame, but to use them in a balanced and thoughtful way. Our aim is to encourage and support families in developing realistic, healthy media habits. Following guidance from the Canadian Paediatric Society’s Centre for Healthy Screen Use can be helpful. This may include setting reasonable limits, choosing high-quality content, and creating screen-free times, especially during meals and before bedtime. These small, consistent habits can support children’s learning and development.

Our findings also highlight the importance of working together across families, schools, and healthcare providers to support children’s health behaviours and learning. For educators and healthcare providers, this research provides evidence that early screen habits may have longer-term implications for school  achievement, emphasizing the importance of supporting healthy routines early in life.

Q: Looking ahead, what’s next for this work?
There is still a lot to learn. Our team is continuing to explore not only how much time children spend on screens, but also the context of that use, such as when and how screens are used, for example before bedtime or during meals, and how they fit into daily routines at home and school. We are also working to improve how we measure screen time, including exploring more objective, device-based approaches. In addition, we are interested in looking beyond standardized test scores to better understand how screen use relates to other aspects of children’s learning and well-being, such as academic confidence and overall school experience. 

Lastly, I would like to thank all TARGet Kids! families for their participation. Your time and commitment make this research possible and truly valuable.




 
 
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