学前儿童作为最新的一代数字原住民，数字化生存是他们最习惯的生存方式。全球范围内，儿童过早、过度暴露在数字媒介环境中已经成为不可逆转的时代趋势。值得注意的是，在技术垄断时代，我们要关注的已不是儿童是否应该使用数字媒介，而是如何合理使用媒介及其对儿童发展的影响。

为了回应“数字化生存”与“数字化教育”的重要时代命题，本研究将视线聚焦于屏幕时间与个体早期心理发展的关系，以学前儿童及其家庭为研究对象，通过实验研究、横断研究、追踪研究揭示早期屏幕接触对幼儿自我调节的综合影响机制。同时，探究家庭媒介社会化如何在幼儿屏幕使用与自我调节能力之间发挥重要作用，为学前儿童家庭提供科学的媒介教养指导。

研究一：“屏幕时间类型对幼儿自我调节能力的影响：成人参与的作用”。通过两个3（年龄：4-5岁、5-6岁、6-7岁）×2（屏幕时间类型：①主动屏幕时间、被动屏幕时间；或②认知类主动屏幕时间、运动类主动屏幕时间）×2（成人参与：有成人参与、无成人参与）多因素前后测干预实验，检验不同类型的屏幕时间对幼儿认知自我调节能力的影响，同时考察成人参与的作用。实验1针对99名幼儿探究主动屏幕时间（Active Screen Time）与被动屏幕时间（Passive Screen Time）的不同影响，实验2针对101名幼儿探究认知类主动屏幕时间（Cognitively Active Screen Time）与运动类主动屏幕时间（Physically Active Screen Time）的差别影响，均使用敲击铅笔、柯西块、维度变化卡片分类、图片匹配任务进行自我调节能力测查。两项实验结果表明：幼儿的自我调节能力具有明显的年龄敏感性，屏幕时间类型与成人参与存在显著交互作用，成人参与提高了主动屏幕时间与认知类主动屏幕时间对自我调节能力的干预效果，意味着成人的媒介参与有助于幼儿从主动屏幕时间中获益。

研究二：“屏幕时间与幼儿自我调节能力：家庭媒介社会化的作用”。围绕家庭媒介生态的内涵要素、现状特点、潜在影响进行考察，并重点聚焦家庭媒介生态与幼儿自我调节发展之间的复杂关系进行实证探索。首先，编制家庭媒介社会化研究工具，自编家长媒介教养观念量表，修订家长媒介干预量表，通过对167个样本的预测调查以及对332个样本的正式施测数据进行信效度检验，结果表明两量表工具的有效性和稳定性较为理想。其次，针对701个幼儿家庭开展横断调查研究，使用幼儿自我调节行为检核表、家庭媒介使用情况调查问卷以及媒介教养观念量表、媒介干预量表了解家庭媒介生态与幼儿自我调节发展现状，检验各人口学条件上的差异，并初步探索家庭媒介生态对幼儿自我调节的影响机制。最后，通过对350个幼儿家庭进行纵向追踪研究，验证幼儿屏幕时间与自我调节发展之间的因果关联，并检验家庭媒介社会化在二者间的跨时间中介效应。结果表明，家长媒介教养观念和媒介干预实践在幼儿屏幕使用与自我调节能力之间具有显著的链式中介作用。

本研究通过科学严谨、具有创新性的研究设计和方法技术，运用实验研究、横断研究和追踪研究，在家庭媒介生态视域下逐步分析屏幕媒介对于幼儿自我调节发展的综合影响路径，解答了屏幕对幼儿自我调节“是否有影响”和“如何影响”等争议性问题，为学前儿童照料者以及其他利益相关主体提出了科学的实践建议。

As the newest generation of digital natives, children nowadays are most accustomed to digital survival. Globally, the early and excessive exposure of children to digital media environments has become an irreversible zeitgeist. It is worth noting that in an age of technological monopoly, our concern should no longer be whether children can use screen media, but rather how to use technology appropriately and its impact on children’s development.

Aiming to address the important proposition of “digital survival” and “digital education”, the current research focused on the relationship between screen time and early psychological development. Taking preschool children and their families as subjects, this research explored the comprehensive influence of early screen exposure on children’s self-regulation through experimental, cross-sectional, and longitudinal study designs. Meanwhile, it also explored the role of parental media socialization in the relationship between young children’s screen use and self-regulation, and provided scientific guidance on media parenting for families of preschoolers.

Study 1: “Associations between screen time pattern and children’s self-regulation: The role of adult involvement”. Two 3 (age: 4-5/5-6/6-7 years) × 2 (screen use pattern: ①active/passive screen time or ②cognitively/physically active screen time) × 2 (adult involvement: adult involved/not involved) pretest-posttest experiments were conducted to examine the effects of different screen time patterns on children’s self-regulation, while assessing the role of adult involvement. Experiment 1 examined the differential effects of active versus passive screen time, with a sample size of 99 children. Experiment 2 focused on the difference between cognitively and physically active screen time, with a sample size of 101. The following tasks were employed to assess children’s self-regulation: pencil tapping, Corsi Blocks, Dimensional Change Card Sorting, and the Kansas Reflection-Impulsivity Scale for Preschoolers. The results suggest that self-regulation is age sensitive and that screen time patterns significantly interact with adult involvement, which means that adult media involvement can help young children benefit from active screen time.

Study 2: “Linking screen time and children’s self-regulation: The role of parental media socialization”. First, two research instruments on parental media socialization were developed: the Media Parenting Perception Scale and the Parental Media Intervention Scale. These instruments were developed with pre- and formal surveys, with a sample size of 167 and 332 participants, respectively. Reliability and validity tests indicated good stability and accuracy. Second, a cross-sectional study was conducted to assess the current status and demographic differences of family media ecology and children’s self-regulation development in 701 households. In addition, the mechanisms by which family media ecology influences self-regulation were explored. Finally, a longitudinal study was conducted with 350 families to validate the causal relationship between children’s screen time and self-regulation. The mediating role of parental media socialization was also tested over time. Results suggest that parental media perception and media intervention play a chain mediating role between children’s screen use and self-regulation skills.

Through experimental, cross-sectional, and longitudinal studies, the current research explored the comprehensive influence of screen media on children’s self-regulation development in the context of family cultural reproduction. It answered the controversial question of whether and how digital media affect self-regulation in the early years, and provided educational instructions for caregivers and other stakeholders.