Parenting Journal · Volume 2 · Issue 3 · Licensed source edition
Harsh parenting and preschool children’s screen time: the mediating role of parent–child relationships and the moderating effect of mindful parenting
Originally published 2025-09-09 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2025.1467701 ↗
Editorial reading guide · Respect
What happens to our conversation when a screen-time limit becomes a power struggle?
Screen time was examined alongside the parent-child relationship and parents’ awareness during discipline.
Who was studied?
Four hundred and eighty-two parents recruited from four Chinese kindergartens.
Age / stage: Preschool years
Read with three questions
- Who estimated preschoolers’ screen time and assessed the parent-child relationship?
- Whose perspective is represented by the ratings, and whose perspective is missing?
- What happens to our conversation when a screen-time limit becomes a power struggle?
Keep the limits in view
Reports from this sample may reflect who participated and how the questions were worded. Associations alone do not establish that a parenting response caused the outcome.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Caili Zhang (2025). Harsh parenting and preschool children’s screen time: the mediating role of parent–child relationships and the moderating effect of mindful parenting Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1467701
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.