Associations Between Screen Exposure, Home Media Environments, and Indicators of School Readiness in Toddlers and Preschoolers from Kakamega County, Kenya

Abstract

Objective . Early childhood screen-time impacts school readiness, particularly in low- and middle-income countries. This study examined associations between screen-time and readiness for formal schooling among toddlers and preschoolers in Kakamega County, Kenya. Methods. A cross-sectional study of 144 children aged 2 to 5 years was conducted using the Denver II developmental screening and ECDI2030 to assess school readiness. Parent-reported questionnaires captured demographic data and screen media exposure. Results . Participants’ median age was 48 months (IQR = 20.75), with an average screen-time of 2.0 hours/day (IQR = 1.425), exceeding recommended guidelines of 1 hour. Children exceeding recommended screen-time had 52% lower odds of readiness, while parental supervision increased readiness odds by 68%. While parental age was associated with readiness, child sex, household income, and educational content showed no significant associations. Conclusion . Excessive screen-time may result in lower readiness, emphasizing risks in low-resource settings. Parental involvement and culturally tailored interventions are vital for early childhood development.