It’s not controversial to say that screens have an adverse effect on our health. But when it comes to our children’s health, the facts are even more damning.
A recent report from the 1001 Critical Days Foundation has revealed that smartphones and tablets hinder toddlers’ motor skills development, communication and personal-social functioning. But reading the report made me wonder: is there such a thing as ‘safe’ screen time for children — at all?
Educational Screen Time
Even in educational settings, higher screen time has been associated with poorer mental health outcomes for the UK’s two-year-olds, particularly since the COVID pandemic. Not only were toddlers isolated from their peers during this time, but there was also more confusion and frustration when they could not understand the material. Since 2010, numerous studies confirm that children interpret instructions better when shown how to do something face-to-face, as opposed to watching a video. This is known as the video deficit effect. So, when it comes to remote learning at nursery level, pupils are already at a disadvantage. New research suggests that this phenomenon can be partially overcome if videos relay information in ‘motherese,’ a type of speech that employs a sing-song-like voice, slower pace and overemphasised vowels and consonants. However, educational screen time is still no match for in-person learning.
That is not to say screens must be banished from the classroom. In fact, a 2026 study concludes that ‘structured and intentional media engagement may support developmental benefits’ in preschoolers. Because of this, some schools and nurseries have introduced tablets instead of traditional pen and paper, hoping to improve sustainability, cut costs on stationery, and prepare young children for the digital world that we now find ourselves in.
However, unless children have the opportunity to practice using their motor skills and process information in different ways, their development will be hindered. Balance is key here, and screen use must remain minimal. Ideally, phonics and spelling apps should never replace a pad and pencil, and digital books should be used sparingly, preferably when paperbacks or physical textbooks are unavailable.
Advice for Parents
The merits and pitfalls of using screens for educational purposes are debatable. In home environments, the solution is more clear-cut: avoid screens where possible. But not enough families are heeding this advice. Aside from terrestrial TV, a growing number of parents now resort to providing their toddlers with YouTube videos and AI slop to keep them entertained and, most importantly, quiet. If this sounds like an exaggeration, rest assured that the figures speak for themselves. Ninety per cent of UK children aged three and four watch YouTube videos every week, with an additional 62 per cent of under-twos in the US now regularly tuning in since 2025. If you have ever watched these kinds of videos before, then you will know that they are often characterised by outrageous sound effects, flashing images and swift transitions, all of which can lead to overstimulation in young children.
Children under the age of seven don’t yet have the capacity to manage their impulses. When their senses are flooded with loud noises or bright colours, a fight-or-flight response is triggered. The result often leads to meltdowns, poor sleep and an inability to regulate emotions in the short term. And the longer this behaviour goes unchecked, the more likely it is to cause permanent damage to a child’s development. Research suggests that chronic sensory overload due to excess screen time can result in attentional, cognitive and behavioural deficits.
Parents must avoid TV programmes that encourage passive viewing, unless under exceptional circumstances. Interactive series like ‘Dora the Explorer’ or ‘Let’s Get Squiggling’ are a good compromise. In the case of Dora, the viewer is regularly challenged to repeat certain words in Spanish. This engages parts of the brain such as the Broca area, which is responsible for articulation and pronunciation, and the Wernicke area, which allows us to process word meanings. Meanwhile, LGS provides kids with step-by-step instructions on how to draw certain animals, encouraging viewers to be creative while practising using their motor skills. Children are still entertained, but at least they are actively participating in challenges rather than mindlessly staring at an animated screen.
Parents who are concerned that their child is displaying signs of sensory overload should opt for quiet TV shows with slower-paced plots to help their child unwind. Programmes like ‘Sesame Street’ and ‘Tumble Leaf’ have become fan favourites with families seeking low stimulation, in addition to calming Studio Ghibli films like Ponyo, Arrietty and The Tale of Princess Kaguya. However, even these options are not ideal. It’s important to reiterate that parents ought to limit their child’s screen time as much as possible. Finding other relaxing pastimes such as crafts, doodling, playing with building blocks or toys and completing age-appropriate puzzle books must be the first port of call — not a tablet. Or, better yet, partake in joint activities as a family.
We Are Family
Of course, I understand this may not always be possible. In an ideal world, every parent would probably want to spend more time with their kid. In reality, many working families are run off their feet, potentially juggling multiple jobs as well as childcare duties during the day, so come evening, screens offer a welcome rest for everyone. But, unfortunately, nothing can substitute that crucial parent-toddler interaction.
‘Language development expands rapidly between one and three years of age, and studies have shown that children learn language best when engaging and interacting with adults who are talking and playing with them,’ says Dr Jennifer Cross, who specialises in Developmental and Behavioural Paediatrics. ‘[It is the] facial expressions and reacting to the other person, in real life, rather than one-way interaction with a screen, that improves communication skills in young children.’
For example, a 2021 study found that while caregiver interaction during screen use leads to better cognitive and socio-emotional outcomes for kids, reading children a storybook as opposed to co-watching TV with them will still produce ‘richer verbal interactions’ and is therefore ‘more likely to positively influence early language development.’
Regular peer play and joint media consumption with an adult helps to reduce the risks associated with excessive screen use amongst children. But, at the end of the day, the importance of quality family time, without the presence of a smartphone, cannot be underestimated. As the Princess of Wales concluded during her recent trip to Reggio Emilia, Italy: ‘In an increasingly digitised world, where so much of life is mediated through screens, the need for genuine human connection has never been greater’.
The digital world may be unavoidable, but for the sake of young children’s development, screen use must be kept to a minimum to ensure they have the best possible start in life.
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