Le temps d’écran

Merci beaucoup à Pleen le Jeune pour la relecture
https://www.youtube.com/channel/UC6wF0stG_iXMO4mIXM9g3YQ/videos

De nombreuses données scientifiques suggèrent que plus d’une heure d’écran par jour peuvent donner lieu à des problèmes d’obésité et de forme physique^1–6, à de mauvaises habitudes alimentaires^7,8,  et à des problèmes de sommeil^9–12 (dus à une heure de coucher plus tardive et/ou à trop de stimulation¹³, ou encore à un rythme circadien perturbé par la lumière de l’écran^14–16). Pour les personnes exposées plus de quatre heures par jour, le temps d’écran a été associé à des problèmes de santé mentale^8,17–19  et à des problèmes de comportement²⁰, même s’il n’est pas prouvé que l’utilisation excessive d’écrans est la cause ou la conséquence des problèmes de santé mentionnés précédemment. Par ailleurs, de plus en plus de travaux soulignent que l’exposition aux écrans a un impact négatif sur la santé oculaire^21–27.

Pour ces raisons, depuis 2013, l’Académie américaine de pédiatrie, et d’autres institutions comme la MILDECA en France, recommandent d’éviter au maximum l’exposition aux écrans avant deux ans, de ne pas dépasser une heure par jour avant cinq ans et de veiller à ce que le temps d’écran ne dépasse pas deux heures par jour par la suite^28,29.

Toutefois, plusieurs études estiment que plus des deux-tiers des enfants ne respectent pas la limite des deux heures par jour^30,31, avec une exposition comprise entre deux et huit heures par jour chez les adolescents^32–34. Par exemple, selon l’Autorité de régulation des communications électroniques et des postes (Arcep), 93 % des 12-17 ans sont équipés d’un téléphone portable en France en 2016²⁹. Les écrans jouent donc aujourd’hui un rôle central dans la vie des enfants allant du divertissement au travail scolaire, en passant par les médias sociaux, et cela commence dès la naissance^35,36.

Constatant les changements rapides des appareils concernés (téléphone, tablette, portable…) et des pratiques (visionnage, jeux vidéo, discussion en ligne, travail scolaire…), de nombreux scientifiques nuancent aujourd’hui l’idée que les écrans seraient intrinsèquement mauvais pour les enfants. Le concept même de « temps d’écran » serait devenu trop simpliste et n’aurait plus beaucoup de sens^8,37–39. Il entraîne aussi beaucoup de confusion, voire de culpabilité, parmi les parents et les enseignants qui souhaitent utiliser les nouvelles technologies³⁹ (un site francophone de référence est consultable sur : https://lebonusagedesecrans.fr).

Ainsi, depuis 2016, plusieurs institutions, dont l’Académie américaine de pédiatrie, commencent à nuancer leurs recommandations notamment par rapport aux discussions en ligne ou les programmes éducatifs^40,41. Des questions plus pertinentes pour les parents et éducateurs consisteraient donc à se demander si le temps alloué aux écrans se fait vraiment au détriment d’activités scolaires, sportives ou sociales. Ou encore, si les enfants discutent et échangent autour de ce qu’ils voient sur ces écrans⁴².

Du point de vue académique, les études s’intéressent de plus en plus aujourd’hui aux effets du type d’utilisation et du type de contenu. Il convient par exemple de distinguer les écrans passifs (par exemple télévision) des écrans interactifs (par exemple jeux vidéo), ainsi que les contenus divertissants des contenus éducatifs.

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18           Maras, Danijela, Flament, Martine F., Murray, Marisa, Buchholz, Annick, et al. (2015) ‘Screen time is associated with depression and anxiety in Canadian youth’. Preventive Medicine, 73, pp. 133–138.

19           Liu, Mingli, Ming, Qingsen, Yi, Jinyao, Wang, Xiang and Yao, Shuqiao (2016) ‘Screen Time on School Days and Risks for Psychiatric Symptoms and Self-Harm in Mainland Chinese Adolescents’. Frontiers in Psychology, 7. [online] Available from: https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00574/full (Accessed 9 January 2020)

20           Wu, Xiaoyan, Tao, Shuman, Rutayisire, Erigene, Chen, Yunxiao, et al. (2017) ‘The relationship between screen time, nighttime sleep duration, and behavioural problems in preschool children in China’. European Child & Adolescent Psychiatry, 26(5), pp. 541–548. [online] Available from: https://doi.org/10.1007/s00787-016-0912-8 (Accessed 8 January 2020)

21           Kim, Joowon, Hwang, Yunji, Kang, Seungheon, Kim, Minhye, et al. (2016) ‘Association between Exposure to Smartphones and Ocular Health in Adolescents’. Ophthalmic Epidemiology, 23(4), pp. 269–276. [online] Available from: https://doi.org/10.3109/09286586.2015.1136652 (Accessed 8 January 2020)

22           Ranasinghe, P., Wathurapatha, W. S., Perera, Y. S., Lamabadusuriya, D. A., et al. (2016) ‘Computer vision syndrome among computer office workers in a developing country: an evaluation of prevalence and risk factors’. BMC Research Notes, 9(1), p. 150. [online] Available from: https://doi.org/10.1186/s13104-016-1962-1 (Accessed 8 January 2020)

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26           Moon, Jun Hyung, Kim, Kyoung Woo and Moon, Nam Ju (2016) ‘Smartphone use is a risk factor for pediatric dry eye disease according to region and age: a case control study’. BMC Ophthalmology, 16(1), p. 188. [online] Available from: https://doi.org/10.1186/s12886-016-0364-4 (Accessed 8 January 2020)

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36           Livingstone, Sonia and Franklin, Keely (2018) ‘Families with young children and “screen time”’. Journal of Health Visiting, 6(9), pp. 434–439. [online] Available from: https://www.magonlinelibrary.com/doi/abs/10.12968/johv.2018.6.9.434 (Accessed 8 January 2020)

37           Etchells P. on behalf of all signatories (2017) ‘Screen time guidelines need to be built on evidence, not hype’. The Guardian. [online] Available from: https://www.theguardian.com/science/head-quarters/2017/jan/06/screen-time-guidelines-need-to-be-built-on-evidence-not-hype (Accessed 8 January 2020)

38           Houghton, Stephen, Hunter, Simon C., Rosenberg, Michael, Wood, Lisa, et al. (2015) ‘Virtually impossible: limiting Australian children and adolescents daily screen based media use’. BMC Public Health, 15(1), p. 5. [online] Available from: https://doi.org/10.1186/1471-2458-15-5 (Accessed 9 January 2020)

39           Straker, Leon, Zabatiero, Juliana, Danby, Susan, Thorpe, Karen and Edwards, Susan (2018) ‘Conflicting Guidelines on Young Children’s Screen Time and Use of Digital Technology Create Policy and Practice Dilemmas’. The Journal of Pediatrics, 202, pp. 300–303. [online] Available from: https://www.jpeds.com/article/S0022-3476(18)30912-0/abstract (Accessed 10 January 2020)

40           American Academy of Pediatrics Council on Communications and Media (2016) ‘Media and Young Minds’. Pediatrics, 138(5).

41           Canadian Paediatric Society Digital Health Task Force, Ponti, Michelle, Bélanger, Stacey, Grimes, Ruth, et al. (2017) ‘Screen time and young children: Promoting health and development in a digital world’. Paediatrics & Child Health, 22(8), pp. 461–468. [online] Available from: https://academic.oup.com/pch/article/22/8/461/4392451 (Accessed 10 January 2020)

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