The intersection of COVID lockdown policies and parent resources with children’s media exposure in Canada, the United States, Israel, Sweden, and New Zealand
Bibliographic record
Abstract
Government responses to COVID-19 included workplace and childcare closures. Many parents worked from home while caring for preschool children. Media use increased worldwide for adults and young children. This study examined how government responses were linked to family media use by testing whether policy stringency predicted preschool children's screen time and parents' motivations for child media use. Data were analyzed from 2,365 parents of 2- to 5-year-old children in five countries: Canada, the United States, Israel, Sweden, and New Zealand. Higher stringency was associated with decreased screen time, though changes in screen time depended on parental income and education. Children from lower-resourced homes had the highest screen time while experiencing low stringency levels. Parents' motivations for children's media use to calm their children and for their child's enjoyment were less likely with higher stringency. Motivations also depended on child age; parents were more likely to use media to calm their younger children than their older children. Media motivations also differed with family resources; less resourced families were more likely to use media for calming their children. Our discussion focuses on how structural factors (policies, supports, and resources for parents) relate to family media patterns and how future research can inform our understanding of policy-related outcomes on children.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".