Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

Table 3 Crude and adjusted regression coefficients for language comprehension and expressive language skills development

	Language comprehension B (95% CI)			Expressive language skills B (95% CI)
	Model 1 Crude (n = 31,125)	Model 2 Adjusted^a (n = 28,273)	Model 3 Fully adjusted^b (n = 28,141)	Model 1 Crude (n = 31,125)	Model 2 Adjusted^a (n = 28,273)	Model 3 Fully adjusted^b (n = 28,141)
Screen time on mobile devices during a normal weekday
No screen (reference)	0	0	0	0	0	0
< 1 h	-0.13*** (-0.20,-0.07)	-0.04 (-0.10, 0.02)	-0.06* (-0.12, 0.00)	-0.24*** (-0.29, -0.17)	-0.05 (-0.11, 0.01)	-0.06 (-0.11, 0.00)
1–2 h	0.49*** (0.39, 0.60)	0.46*** (0.35, 0.56)	0.27*** (0.16, 0.38)	0.24*** (0.14, 0.35)	0.41*** (0.31, 0.52)	0.27*** (0.16, 0.37)
> 2 h	1.36*** (1.13, 1.60)	0.92*** (0.68, 1.16)	0.48*** (0.23, 0.73)	0.99 (0.76, 1.23)	0.85 (0.61, 1.09)	0.46*** (0.21, 0.71)

* p < 0.05, **p < 0.01, ***p < 0,001
^a Adjusted for sociodemographic characteristics: child gender and age, parental education, employment and migration status
^b Adjusted for sociodemographic characteristics and factors related to the home environment of the child: child gender and age, parental education, employment, migration status, mental well-being, preoccupation with smartphone and reading to the child and child screen time on TV/PC

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