POLICY STATEMENT Organizational Principles to Guide and Define the Child HealthCare System and/or Improve the Health of all Children

Media and Young Minds
COUNCIL ON COMMUNICATIONS AND MEDIA

Infants, toddlers, and preschoolers are now growing up in environments
saturated with a variety of traditional and new technologies, which they
are adopting at increasing rates. Although there has been much hopefor the educational potential of interactive media for young children,
accompanied by fears about their overuse during this crucial period of rapid
brain development, research in this area still remains limited. This policy
statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related
health concerns for young children (0 to 5 years of age). The statement also
highlights areas in which pediatric providers can offer specific guidance
to families in managing their young children’s media use, not only in termsof content or time limits, but also emphasizing the importance of parent–child shared media use and allowing the child time to take part in otherdevelopmentally healthy activities.

INTRODUCTION
Technologic innovation has transformed media and its role in the lives
of infants and young children. More children, even in economicallychallenged households, are using newer digital technologies, suchas interactive and mobile media, on a daily basis1 and continue to be
the target of intense marketing.2 This policy statement addresses theinfluence of media on the health and development of children from 0
to 5 years of age, a time of critical brain development, building secure
relationships, and establishing health behaviors.

INFANTS AND TODDLERS
Children younger than 2 years need hands-on exploration and social
interaction with trusted caregivers to develop their cognitive, language,
motor, and social-emotional skills. Because of their immature symbolic,memory, and attentional skills, infants and toddlers cannot learn fromtraditional digital media as they do from interactions with caregivers,3and they have difficulty transferring that knowledge to their
3-dimensional experience.4 The chief factor that facilitates toddlers’

abstract

This document is copyrighted and is property of the American
Academy of Pediatrics and its Board of Directors. All authors have
filed conflict of interest statements with the American Academyof Pediatrics. Any conflicts have been resolved through a process
approved by the Board of Directors. The American Academy of
Pediatrics has neither solicited nor accepted any commercial
involvement in the development of the content of this publication.
Policy statements from the American Academy of Pediatrics benefit
from expertise and resources of liaisons and internal (AAP) andexternal reviewers. However, policy statements from the American
Academy of Pediatrics may not reflect the views of the liaisons or theorganizations or government agencies that they represent.
The guidance in this statement does not indicate an exclusive courseof treatment or serve as a standard of medical care. Variations, taking
into account individual circumstances, may be appropriate.
All policy statements from the American Academy of Pediatrics
automatically expire 5 years after publication unless reaffirmed,
revised, or retired at or before that time.
DOI: 10.1542/peds.2016-2591
PEDIATRICS (ISSN Numbers: Print, 0031-4005; Online, 1098-4275).
Copyright © 2016 by the American Academy of Pediatrics

FINANCIAL DISCLOSURE: The authors have indicated they do
not have a financial relationship relevant to this article todisclose.
FUNDING: No external funding.
POTENTIAL CONFLICT OF INTEREST: The authors haveindicated they have no potential conflicts of interest to
disclose.
To cite: AAP COUNCIL ON COMMUNICATIONS AND MEDIA.
Media and Young Minds. Pediatrics. 2016;138(5):e20162591

Downloaded from by guest on October 23, 2016

PEDIATRICS Volume 138, number 5, November 2016:e20162591

FROM THE AMERICAN ACADEMY OF PEDIATRICS

learning from commercial media(starting around 15 months of age)is parents watching with them andreteaching the content.5,6

The interactivity of touchscreensenables applications (apps) to
identify when a child responds
accurately and then tailor its
responses, thereby supportingchildren at their levels ofcompetence. Emerging evidenceshows that at 24 months of age,children can learn words from live
video-chatting with a responsive
adult7 or from an interactive
touchscreen interface that scaffolds
the child to choose the relevant
answers.8 Starting at 15 months ofage, toddlers can learn novel words
from touchscreens in laboratorybased studies but have troubletransferring this knowledge to the
3-dimensional world.9 However,it should be noted that theseexperiments used specially designed
apps that are not commerciallyavailable.

Many parents now use video-chat (eg,Skype, FaceTime) as an interactive
media form that facilitates social
connection with distant relatives.
New evidence shows that infants andtoddlers regularly engage in videochatting,10 but the same principles
regarding need for parental support
would apply in order for infants andtoddlers to understand what they areseeing.
In summary, for children younger
than 2 years, evidence for benefitsof media is still limited, adultinteraction with the child during
media use is crucial, and there
continues to be evidence of harmfrom excessive digital media use, as
described later in this statement.

PRESCHOOL MEDIA AND LEARNING
Well-designed television programs,
such as Sesame Street, canimprove cognitive, literacy, andsocial outcomes for children 3 to2

5 years of age11,12 and continue
to create programming that
addresses evolving child health anddevelopmental needs (eg, obesity
prevention, resilience). Evaluationsof apps from Sesame Workshop andthe Public Broadcasting Service (PBS)
also have shown efficacy in teaching
literacy skills to preschoolers.2
Unfortunately, most apps parents
find under the “educational”
category in app stores have no such
evidence of efficacy, target only roteacademic skills, are not based on
established curricula, and use little
or no input from developmental
specialists or educators.2,13 Most
apps also generally are not designed
for a dual audience (ie, both parent
and child).2,14 It is important toemphasize to parents that the higherorder thinking skills and executivefunctions essential for school
success, such as task persistence,
impulse control, emotion regulation,and creative, flexible thinking, arebest taught through unstructured
and social (not digital) play,15 aswell as responsive parent–childinteractions.16
Digital books (also called “eBooks,”
books that can be read on a screen)
often come with interactive
enhancements that, researchsuggests, may decrease childcomprehension of content or parent
dialogic reading interactions when
visual effects are distracting.17
Parents should, therefore, be
instructed to interact with children
during eBook reading, as they woulda print book.

HEALTH AND DEVELOPMENTAL
CONCERNS
Obesity
Heavy media use during preschool
years is associated with small but
significant increases in BMI,18 may
explain disparities in obesity riskin minority children,19 and sets
the stage for weight gain laterin childhood.20 Although many
Downloaded from by guest on October 23, 2016

studies have used a 2-hour cutoff
to examine obesity risk, a recent
study of 2-year-olds found that BMI
increased for every hour per weekof media consumed.21 It is believedthat exposure to food advertising22
and watching television whileeating (which diminishes attention
to satiety cues)23 drives theseassociations.

Sleep

Increased duration of media
exposure and the presence of atelevision, computer, or mobile
device in the bedroom in earlychildhood have been associated withfewer minutes of sleep per night.24

Even infants exposed to screen
media in the evening hours show
significantly shorter night-time sleep
duration than those with no evening
screen exposure.25 Mechanisms
underlying this association include
arousing content26 and suppressionof endogenous melatonin by blue
light emitted from screens.27

Child Development

Population-based studies continue toshow associations between excessive
television viewing in early childhoodand cognitive,28–30 language,31,32 andsocial/emotional delays,33–36 likely
secondary to decreases in parent–child interaction when the television
is on37 and poorer family functioningin households with high media use.37
An earlier age of media use onset,
greater cumulative hours of media
use, and non-PBS content all are
significant independent predictorsof poor executive functioning inpreschoolers.38 Content is crucial:
experimental evidence shows thatswitching from violent content
to educational/prosocial content
results in significant improvement
in behavioral symptoms, particularly
for low-income boys.12 Notably,
the quality of parenting can modify
associations between media use
and child development: one study
found that inappropriate content
FROM THE AMERICAN ACADEMY OF PEDIATRICS

and inconsistent parenting had
cumulative negative effects on lowincome preschoolers’ executivefunction, whereas warm parenting
and educational content interacted to
produce additive benefits.39
Child characteristics also may
influence how much media children
consume: excessive televisionviewing is more likely in infants
and toddlers with a difficult
temperament40,41 or self-regulation
problems,42 and toddlers with socialemotional delays are more likely
to be given a mobile device to calm
them down.43

Parental Media Use

Parents’ background televisionuse distracts from parent–childinteractions44 and child play.45
Heavy parent use of mobile devices
is associated with fewer verbal andnonverbal interactions between
parents and children46 and may be
associated with more parent-childconflict.47 Because parent media use
is a strong predictor of child media
habits,48 reducing parental media
use and enhancing parent–childinteractions may be an importantarea of behavior change.

CONCLUSIONS: CLINICALIMPLICATIONS
In summary, multiple developmental
and health concerns continue to exist
for young children using all formsof digital media to excess. Evidence
is sufficient to recommend time
limitations on digital media use forchildren 2 to 5 years to no more than
1 hour per day to allow children
ample time to engage in otheractivities important to their healthand development and to establish
media viewing habits associatedwith lower risk of obesity laterin life.49 In addition, encouraging
parents to change to educational andprosocial content and engage with
their children around technology
PEDIATRICS Volume 138, number 5, November 2016

will allow children to reap the mostbenefit from what they view.

As digital technologies become more
ubiquitous, pediatric providers
must guide parents not only on the
duration and content of media theirchild uses, but also on (1) creating
unplugged spaces and times in theirhomes, because devices can now
be taken anywhere; (2) the abilityof new technologies to be used insocial and creative ways; and (3)the importance of not displacing
sleep, exercise, play, reading aloud,and social interactions. Realistically,
pediatric providers will need to know
how to help parents find resources
finding appropriate content, tools
for monitoring or limiting child use,
ideas for play or activities in whichto engage rather than digital play,and how parents can limit their own
media use (see HealthyChildren.
org for examples); each of these canbe built into the Family Media Use
Plan (see the American Academyof Pediatrics guide to developing aplan at www.healthychildren.org/
MediaUsePlan).

RECOMMENDATIONS
Pediatricians• Start the conversation early. Ask
parents of infants and young
children about family media use,
their children’s use habits, andmedia use locations.
• Help families develop a
Family Media Use Plan
(www.healthychildren.org/
MediaUsePlan) with specificguidelines for each child andparent.

• Educate parents about brain
development in the early years
and the importance of hands-on,
unstructured, and social play tobuild language, cognitive, andsocial-emotional skills.

• For children younger than 18
months, discourage use of screen
media other than video-chatting.
Downloaded from by guest on October 23, 2016

• For parents of children 18 to
24 months of age who want tointroduce digital media, advisethat they choose high-quality
programming/apps and use them
together with children, because
this is how toddlers learn best.
Letting children use media bythemselves should be avoided.
• Guide parents to resources forfinding quality products (eg,Common Sense Media, PBS Kids,
Sesame Workshop).

• In children older than 2 years,
limit media to 1 hour or less per
day of high-quality programming.
Recommend shared use between
parent and child to promoteenhanced learning, greaterinteraction, and limit setting.
• Recommend no screens during
meals and for 1 hour before
bedtime.

• Problem-solve with parents facing
challenges, such as setting limits,
finding alternate activities, andcalming children.
Families• Avoid digital media use (except
video-chatting) in children younger
than 18 to 24 months.
• For children ages 18 to 24 monthsof age, if you want to introduce
digital media, choose high-quality
programming and use media
together with your child. Avoid
solo media use in this age group.

• Do not feel pressured to introduce
technology early; interfaces are so
intuitive that children will figure
them out quickly once they start
using them at home or in school.

• For children 2 to 5 years of age,
limit screen use to 1 hour per dayof high-quality programming,
coview with your children, help
children understand what they areseeing, and help them apply what
they learn to the world aroundthem.
3

• Avoid fast-paced programs (young
children do not understandthem as well), apps with lots of
distracting content, and any violent
content.
• Turn off televisions and otherdevices when not in use.

• Avoid using media as the only way
to calm your child. Although there
are intermittent times (eg, medical
procedures, airplane flights) whenmedia is useful as a soothing
strategy, there is concern thatusing media as strategy to calm
could lead to problems with limit
setting or the inability of children
to develop their own emotion
regulation. Ask your pediatrician
for help if needed.
• Monitor children’s media content
and what apps are used or
downloaded. Test apps before thechild uses them, play together, andask the child what he or she thinks
about the app.

• Keep bedrooms, mealtimes, andparent–child playtimes screen free
for children and parents. Parents
can set a “do not disturb” option on
their phones during these times.
• No screens 1 hour before bedtime,and remove devices frombedrooms before bed.

• Consult the American Academy of
Pediatrics Family Media Use Plan,
available at: www.healthychildren.
org/MediaUsePlan.
Industry• Work with developmental
psychologists and educators tocreate design interfaces that areappropriate to child developmental
abilities, that are not distracting,and that promote shared parent–child media use and applicationof skills to the real world. Cease
making apps for children younger
than 18 months until evidence ofbenefit is demonstrated.
4• Formally and scientificallyevaluate products before making
educational claims.
• Make high-quality products
accessible and affordable to lowincome families and in multiple
languages.
• Eliminate advertisingand unhealthy messages on
apps. Children at this age
cannot differentiate between
advertisements and factual
information, and therefore,
advertising to them isunethical.

• Help parents to set limits bystopping auto-advance of videos
as the default setting. Develop
systems embedded in devices that
can help parents monitor and limit
media use.
LEAD AUTHORS

Jenny Radesky, MD, FAAP
Dimitri Christakis, MD, MPH, FAAP

COUNCIL ON COMMUNICATIONS AND MEDIAEXECUTIVE COMMITTEE, 2016-2017
David Hill, MD, FAAP, Chairperson
Nusheen Ameenuddin, MD, MPH, FAAP
Yolanda (Linda) Reid Chassiakos, MD, FAAP
Corinn Cross, MD, FAAP
Jenny Radesky, MD, FAAP
Jeffrey Hutchinson, MD, FAAP
Rhea Boyd, MD, FAAP
Robert Mendelson, MD, FAAP
Megan A. Moreno, MD, MSEd, MPH, FAAP
Justin Smith, MD, FAAP
Wendy Sue Swanson, MD, MBE, FAAPLIAISONS
Kris Kaliebe, MD – American Academy of Childand Adolescent Psychiatry
Jennifer Pomeranz, JD, MPH – American Public
Health Association
Brian Wilcox, PhD – American Psychological
Association

STAFF
Thomas McPheron

ABBREVIATIONS
app: application
PBS: Public Broadcasting Service
Downloaded from by guest on October 23, 2016

REFERENCES
1. Kabali HK, Irigoyen MM, Nunez-DavisR, et al. Exposure and use of mobile
devices by young children. Pediatrics.
2015;136(6):1044–1050
2. Chiong C, Shuler C; The Joan Ganz
Cooney Center at Sesame Workshop.
Learning: Is there an app for that?
Investigations of young children's
usage of learning with mobile
devices and apps. Available at: http://
dmlcentral.net/wp-content/uploads/
files/learningapps_final_110410.pdf.
Accessed September 2, 2016
3. Anderson DR, Pempek TA. Televisionand very young children. Am Behav Sci.
2005;48(5):505–522
4. Barr R. Memory constraints on infant
learning from picture books, television,and touchscreens. Child Dev Perspect.
2013;7(4):205–210
5. DeLoache JS, Chiong C, Sherman K,
et al. Do babies learn from baby media?
Psychol Sci. 2010;21(11):1570–1574
6. Richert RA, Robb MB, Fender JG,
Wartella E. Word learning from baby
videos. Arch Pediatr Adolesc Med.
2010;164(5):432–437
7. Roseberry S, Hirsh-Pasek K,
Golinkoff RM. Skype me! Sociallycontingent interactions help
toddlers learn language. Child Dev.
2014;85(3):956–970
8. Kirkorian HL, Choi K, Pempek TA.
Toddlers’ Word Learning FromContingent and Noncontingent
Video on Touch Screens. Child Dev.
2016;87(2):405–413
9. Zack E, Gerhardstein P, Meltzoff AN,
Barr R. 15-month-olds’ transfer oflearning between touch screen andreal-world displays: language cues
and cognitive loads. Scand J Psychol.
2013;54(1):20–25
10. McClure ER, Chentsova-Dutton YE,
Barr RF, Holochwost SJ, Parrott WG.
“Facetime doesn’t count”: video-chatas an exception to media restrictions
for infants and toddlers. Int J Child
Comput Interact. 2016;6:1–6
11. Anderson DR, Huston AC, Schmitt
KL, Linebarger DL, Wright JC. Early
childhood television viewing andadolescent behavior: the recontact

FROM THE AMERICAN ACADEMY OF PEDIATRICS

study. Monogr Soc Res Child Dev.
2001;66(1):I–VIII, 1–147
12. Christakis DA, Garrison MM,
Herrenkohl T, et al. Modifying media
content for preschool children: arandomized controlled trial. Pediatrics.
2013;131(3):431–438
13. Guernsey L, Levine MH. Tap Click Read:
Growing readers in a world of screens.
San Fransisco, CA: Jossey-Bass; 201514. Hirsh-Pasek K, Zosh JM, Golinkoff
RM, Gray JH, Robb MB, Kaufman J.
Putting education in “educational”
apps: lessons from the science oflearning. Psychol Sci Public Interest.
2015;16(1):3–34
15. Shaheen S. How child’s play
impacts executive function--related
behaviors. Appl Neuropsychol Child.
2014;3(3):182–187
16. Blair C, Granger DA, Willoughby M,
et al; FLP Investigators. Salivary
cortisol mediates effects of poverty
and parenting on executive functions
in early childhood. Child Dev.
2011;82(6):1970–1984
17. Bus AG, Takacs ZK, Kegel CA.
Affordances and limitations ofelectronic storybooks for young
children’s emergent literacy. Dev Rev.
2015;35:79–97
18. Cox R, Skouteris H, Rutherford L,
Fuller-Tyszkiewicz M, Dell’ Aquila D,
Hardy LL. Television viewing, televisioncontent, food intake, physical activity
and body mass index: a cross-sectional
study of preschool children aged
2-6 years. Health Promot J Austr.
2012;23(1):58–62
19. Taveras EM, Gillman MW, Kleinman
KP, Rich-Edwards JW, Rifas-Shiman
SL. Reducing racial/ethnic disparities
in childhood obesity: the role ofearly life risk factors. JAMA Pediatr.
2013;167(8):731–738
20. Suglia SF, Duarte CS, Chambers
EC, Boynton-Jarrett R. Social andbehavioral risk factors for obesity inearly childhood. J Dev Behav Pediatr.
2013;34(8):549–556
21. Wen LM, Baur LA, Rissel C, Xu H,
Simpson JM. Correlates of body massindex and overweight and obesity ofchildren aged 2 years: findings fromthe healthy beginnings trial. Obesity(Silver Spring). 2014;22(7):1723–1730

PEDIATRICS Volume 138, number 5, November 2016

22. Mazarello Paes V, Ong KK, Lakshman R.
Factors influencing obesogenic dietaryintake in young children (0-6 years):
systematic review of qualitative
evidence. BMJ Open. 2015;5(9):e007396
23. Bellissimo N, Pencharz PB, Thomas
SG, Anderson GH. Effect of televisionviewing at mealtime on food intake
after a glucose preload in boys.
Pediatr Res. 2007;61(6):745–749
24. Cespedes EM, Gillman MW, Kleinman K,
Rifas-Shiman SL, Redline S, Taveras EM.
Television viewing, bedroom television,and sleep duration from infancy to
mid-childhood. Pediatrics. 2014;133(5).
Available at: www.pediatrics.org/cgi/
content/full/133/5/e1163
25. Vijakkhana N, Wilaisakditipakorn T,
Ruedeekhajorn K, Pruksananonda C,
Chonchaiya W. Evening media exposure
reduces night-time sleep. Acta
Paediatr. 2015;104(3):306–312

language development in Hispanic
toddlers: a cross-sectional andlongitudinal study. Clin Pediatr (Phila).
2013;52(9):857–865
33. Tomopoulos S, Dreyer BP, Valdez P,
et al. Media content and externalizing
behaviors in Latino toddlers. Ambul
Pediatr. 2007;7(3):232–238
34. Hinkley T, Verbestel V, Ahrens W, et al;
IDEFICS Consortium. Early childhoodelectronic media use as a predictorof poorer well-being: a prospective
cohort study. JAMA Pediatr.
2014;168(5):485–492
35. Pagani LS, Fitzpatrick C, Barnett TA,
Dubow E. Prospective associations
between early childhood television
exposure and academic, psychosocial,
and physical well-being by middle
childhood. Arch Pediatr Adolesc Med.
2010;164(5):425–431

26. Garrison MM, Liekweg K, Christakis DA.
Media use and child sleep: the impact
of content, timing, and environment.
Pediatrics. 2011;128(1):29–35

36. Conners-Burrow NA, McKelvey LM,
Fussell JJ. Social outcomes associatedwith media viewing habits of lowincome preschool children. Early Educ
Dev. 2011;22(2):256–273

27. Salti R, Tarquini R, Stagi S, et al.
Age-dependent association of
exposure to television screenwith children’s urinary melatonin
excretion? Neuroendocrinol Lett.
2006;27(1-2):73–80

37. Christakis DA, Gilkerson J, Richards JA,
et al. Audible television and decreased
adult words, infant vocalizations, andconversational turns: a populationbased study. Arch Pediatr Adolesc
Med. 2009;163(6):554–558

28. Tomopoulos S, Dreyer BP, Berkule
S, Fierman AH, Brockmeyer C,
Mendelsohn AL. Infant media exposureand toddler development. Arch Pediatr
Adolesc Med. 2010;164(12):1105–1111

38. Nathanson AI, Aladé F, Sharp
ML, Rasmussen EE, Christy K.
The relation between television
exposure and executive function
among preschoolers. Dev Psychol.
2014;50(5):1497–1506

29. Schmidt ME, Rich M, Rifas-Shiman SL,
Oken E, Taveras EM. Television viewing
in infancy and child cognition at 3
years of age in a US cohort. Pediatrics.
2009;123(3). Available at: www.
pediatrics.org/cgi/content/full/123/3/
e370
30. Lin LY, Cherng RJ, Chen YJ, Chen YJ,
Yang HM. Effects of television exposure
on developmental skills among
young children. Infant Behav Dev.
2015;38:20–26
31. Zimmerman FJ, Christakis DA, Meltzoff
AN. Associations between media
viewing and language development inchildren under age 2 years. J Pediatr.
2007;151(4):364–368
32. Duch H, Fisher EM, Ensari I, et al.
Association of screen time use andDownloaded from by guest on October 23, 2016

39. Linebarger DL, Barr R, Lapierre MA,
Piotrowski JT. Associations between
parenting, media use, cumulative risk,
and children’s executive functioning. J
Dev Behav Pediatr. 2014;35(6):367–377
40. Thompson AL, Adair LS, Bentley
ME. Maternal characteristics andperception of temperament associatedwith infant TV exposure. Pediatrics.
2013;131(2). Available at: www.
pediatrics.org/cgi/content/full/131/2/
e390
41. Sugawara M, Matsumoto S, Murohashi
H, Sakai A, Isshiki N. Trajectories of
early television contact in Japan:
Relationship with preschoolers’
externalizing problems. J Child Media.
2015;9(4):453–471

542. Radesky JS, Silverstein M, Zuckerman
B, Christakis DA. Infant self-regulationand early childhood media exposure.
Pediatrics. 2014;133(5). Available at:www.pediatrics.org/cgi/content/full/
133/5/e1172
43. Radesky JS, Peacock-Chambers E,
Zuckerman B, Silverstein M. Use ofmobile technology to calm upset
children: associations with socialemotional development. JAMA Pediatr.
2016;170(4):397–399
44. Kirkorian HL, Pempek TA, Murphy
LA, Schmidt ME, Anderson DR. The
impact of background television on

6parent-child interaction. Child Dev.
2009;80(5):1350–1359
45. Schmidt ME, Pempek TA, Kirkorian HL,
Lund AF, Anderson DR. The effects ofbackground television on the toy play
behavior of very young children. Child
Dev. 2008;79(4):1137–1151
46. Radesky J, Miller AL, Rosenblum KL,
Appugliese D, Kaciroti N, Lumeng JC.
Maternal mobile device use during a
structured parent-child interactiontask. Acad Pediatr. 2015;15(2):238–244
47. Radesky JS, Kistin CJ, Zuckerman B,
et al. Patterns of mobile device use by

Downloaded from by guest on October 23, 2016caregivers and children during meals
in fast food restaurants. Pediatrics.
2014;133(4). Available at: www.
pediatrics.org/cgi/content/full/133/4/
e843
48. Jago R, Stamatakis E, Gama A, et al.
Parent and child screen-viewing timeand home media environment. Am J
Prev Med. 2012;43(2):150–158
49. American Academy of Pediatrics,
Council on Communications andMedia. Media use in school-aged
children and adolescents. Pediatrics.
2016;138(5):e20162592

FROM THE AMERICAN ACADEMY OF PEDIATRICS

Media and Young Minds
COUNCIL ON COMMUNICATIONS AND MEDIA
Pediatrics; originally published online October 21, 2016;
DOI: 10.1542/peds.2016-2591
Updated Information &Services

including high resolution figures, can be found at:/content/early/2016/10/19/peds.2016-2591.full.html

References

This article cites 47 articles, 14 of which can be accessed freeat:/content/early/2016/10/19/peds.2016-2591.full.html#ref-list-1

Subspecialty Collections

This article, along with others on similar topics, appears in
the following collection(s):Media/cgi/collection/media_sub

Permissions & Licensing

Information about reproducing this article in parts (figures,tables) or in its entirety can be found online at:/site/misc/Permissions.xhtml

Reprints

Information about ordering reprints can be found online:/site/misc/reprints.xhtml

PEDIATRICS is the official journal of the American Academy of Pediatrics. A monthly
publication, it has been published continuously since 1948. PEDIATRICS is owned, published,
and trademarked by the American Academy of Pediatrics, 141 Northwest Point Boulevard, Elk
Grove Village, Illinois, 60007. Copyright © 2016 by the American Academy of Pediatrics. All
rights reserved. Print ISSN: 0031-4005. Online ISSN: 1098-4275.

Downloaded from by guest on October 23, 2016

Media and Young Minds
COUNCIL ON COMMUNICATIONS AND MEDIA
Pediatrics; originally published online October 21, 2016;
DOI: 10.1542/peds.2016-2591

The online version of this article, along with updated information and services, islocated on the World Wide Web at:/content/early/2016/10/19/peds.2016-2591.full.html

PEDIATRICS is the official journal of the American Academy of Pediatrics. A monthly
publication, it has been published continuously since 1948. PEDIATRICS is owned,
published, and trademarked by the American Academy of Pediatrics, 141 Northwest Point
Boulevard, Elk Grove Village, Illinois, 60007. Copyright © 2016 by the American Academyof Pediatrics. All rights reserved. Print ISSN: 0031-4005. Online ISSN: 1098-4275.

Downloaded from by guest on October 23, 2016