Interplay of paternal caregiving and screen use habits on early childhood development and children’s tantrums

Table 4 Relationship between child’s ECDI-on-track status and some general characteristics, binary logistic regression analysis, n = 464

	AOR	95% CI		p*
		Lower	Upper
Father’s education level				0.037
High school vs. secondary or lower school	2.99	1.17	7.64	0.022
University vs. secondary or lower school	1.07	0.46	2.47	0.884
Child’s age, 4 vs. 3 years	2.13	1.09	4.15	0.027
Sex, female vs. male	2.93	1.48	5.81	0.002
Starting age for screen				0.042
12–23 mo vs. ≥ 24 mo	0.66	0.31	1.43	0.291
< 12 mo or unknown vs. ≥ 24 mo	0.29	0.11	0.76	0.012
Child’s reaction when not allowed to use screen, Doing another activity vs. cry	3.06	1.56	6.04	0.001
Having ≥ 3 vs. < 3 books	2.56	1.18	5.55	0.017
Having ≥ 2 vs. < 2 types of toys	3.29	0.93	11.64	0.065
Constant	0.75			0.704

* Multiple logistic regression (method = stepwise) analysed parameters (p < 0.2 in univariate analysis) including factors child’s age (4 vs. 3 years), sex (female vs. male), starting age for screen (12–23 mo vs. < 12 mo or unknown vs. ≥ 24 mo), child’s reaction when not allowed to use screen, (doing another activity vs. cry), screen usage as reward for child (yes vs. no), father education (lower school vs. high school vs. university), family income (< NMW vs. ≥ NMW, <2x vs. ≥ 2NMW, father’s reading habit (no vs. a time ago vs. yes), spending time with his child (< 2 h vs. ≥ 2, <3 h vs. ≥ 3 h), Having 3 or more books (yes vs. no), having two or more types of toys (yes vs. no), participating in at least 4 activities that promote learning (yes vs. no)

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