The first 5 years of life are critical for the development of language and
cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early
cognitive ability is, in turn, predictive of later school
performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the
quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children
on different trajectories of
cognitive development.9, 10
Background television exposure has been linked to lower sustained attention during playtime, lower
quality parent - child interactions, and reduced
performance on cognitive tasks.
First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting
quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and
cognitive stimulation) at 4.5 years and children's academic achievement (as measured by
performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).