As screens become even more embedded in the everyday lives of young children, understanding the predictors of screen time becomes increasingly important. Our study investigated the predictors of total screen time on a weekday for children at two years of age using data from the Growing Up in New Zealand longitudinal (GUiNZ) study. Our selection of variables was informed by previous research into the predictors of screen time for children aged up to three years, as well as the wider literature on parenting and children’s media exposure. We hypothesised that parenting behaviours related to the home media environment would be the most important variables overall. These included coviewing, exposure of children to adult-directed content, TV environment and rules restricting the amount of time that children can spend watching TV, DVD or video. A model including mother, partner and child variables (N = 3081) was tested using GLM Poisson regression in SPSS. Results demonstrated that children’s higher use of screen media on a weekday was significantly associated with exposure to a moderate to high or heavy TV environment compared to a low TV environment, exposure to adult-directed TV or DVDs, having no rules about how much time the child can spend viewing TV or videos or DVDs, the child being of Asian ethnicity compared to European ethnicity, and the child not attending childcare regularly. Higher coviewing with the child was significantly negatively, or inversely, associated with screen time. We consider practice implications for children’s screen time, study limitations, and recommendations for future research.

随着屏幕越来越融入幼儿的日常生活，了解屏幕时间的预测因素变得越来越重要。我们的研究使用来自新西兰长大的数据调查了两岁儿童工作日总屏幕时间的预测因素纵向（GUiNZ）研究。我们选择变量的依据是之前对 3 岁以下儿童屏幕时间预测因素的研究，以及有关育儿和儿童媒体曝光的更广泛文献。我们假设与家庭媒体环境相关的育儿行为将是总体上最重要的变量。这些包括共同观看、让儿童接触成人导向的内容、电视环境以及限制儿童观看电视、DVD 或视频的时间的规则。一个包含母亲、伴侣和孩子变量的模型 ( N = 3081) 在 SPSS 中使用 GLM Poisson 回归进行测试。结果表明，与低电视环境相比，儿童在工作日更多地使用屏幕媒体与暴露于中度至高或重度电视环境显着相关，暴露于成人导演的电视或 DVD，没有规定多少时间孩子可以花时间看电视或视频或 DVD，与欧洲人相比，孩子是亚洲人，而且孩子不定期上托儿所。与孩子共同观看的次数与屏幕时间显着负相关或负相关。我们考虑实践对儿童屏幕时间的影响、研究限制以及对未来研究的建议。