Roy Suryo
A recent report from the Department of Education has recommended that children under the age of five should have no more than one hour of screen time per day. This recommendation, however, presents a significant challenge for many parents juggling work, household responsibilities, and the needs of multiple children, not to mention their own digital habits. The question then arises: how can parents effectively manage screen time, understand its potential negative impacts, and implement strategies to mitigate these issues?
The term "screen time" encompasses a broad spectrum of digital engagement, including interactions with computers, tablets, mobile phones, and televisions. It’s a pervasive aspect of modern life, with government data indicating that approximately 98% of children are exposed to screens daily by the age of two.
Managing screen time effectively begins with parental example. The guidance emphasizes that children’s brains are highly imitative, akin to sponges, readily absorbing and replicating their parents’ screen usage habits. Therefore, parents are encouraged to be present and put away their own devices whenever possible. In a world saturated with screens, consciously seeking alternatives or abstaining from screen use when feasible is crucial. Simple strategies include ensuring meals and sleep are free from digital distractions, fostering an environment conducive to uninterrupted family time and rest.
Furthermore, fostering interaction with young children, even from infancy, can compensate for limited dedicated screen-free time. Professor Danielle Matthews, a psychology professor at the University of Sheffield, suggests treating babies as conversational partners. Engaging them in everyday activities, whether it’s a bus ride or household chores, and talking them through these experiences can create valuable learning opportunities without requiring extra time. By slowing down the pace of conversation and responding to a child’s interests with tuned-in language, parents can significantly aid their language development. Professor Matthews welcomes the guidance, acknowledging the pressures faced by parents and the need for evidence-based, practical support. She reiterates that while parents should use their judgment, co-viewing and discussing content with children is demonstrably more beneficial than solitary screen use. Many modern smartphones offer built-in tools like timers and app limitations to help manage screen time, with activity tracking also available. Importantly, the guidance acknowledges that time limits may not apply uniformly to screen-based assistive technologies used by children with special educational needs and disabilities (SEND).
The impact of excessive screen time on young children, particularly during the critical developmental window of the first five years when 90% of brain growth occurs, is a significant concern. Research, such as the "Children of the 2020s" study, has revealed a stark correlation between high screen time (around five hours daily) and significantly reduced vocabulary compared to children with minimal screen exposure (around 44 minutes). This suggests that a large proportion of screen time can negatively affect a child’s social, emotional, language, and cognitive development, as well as impact sleep patterns, eyesight, and healthy weight. The crucial skills children acquire in their early years are best fostered through direct human interaction.
Stepping away from the digital realm and engaging with children can also be beneficial for parental mental well-being, as noted by Professor Sam Wass from the University of East London. He highlights that even brief periods of engaging with a child at their pace can aid adult self-regulation. However, it’s crucial to distinguish between different types of screen time. Co-viewing with an engaged adult is associated with enhanced cognitive development compared to solitary use. Speech and language therapist Janet Cooper previously explained to the BBC’s Tiny Happy People website that excessive sedentary screen time can indeed hinder development. She elaborated on the brain’s innate "seeking system," which is activated by human interaction. When young children are spoken to directly and shown interesting things, this system is stimulated, fostering exploration and a deeper engagement with the world. This "seeking system" is fundamental to motivation and curiosity from an early age, and it is nurtured through human connection. Kate Morton, senior head of commissioning for CBeebies, emphasizes that screen time should complement, not replace, connection, conversation, and play. She views the new guidance as a reflection of what many families already understand: that perfection isn’t the goal, but rather making informed choices that suit their individual circumstances.
However, the narrative around screen time is not entirely negative. Professor Pasco Fearon, a key contributor to the government guidance, clarified that the committee did not intend to portray screens as universally detrimental. He stated that "very small or moderate amounts of screen time, particularly for children over two, doesn’t seem to be harmful." Professor Fearon, a professor of developmental psychopathology at UCL, further noted that certain screen content can even be beneficial for child development. He cited the educational children’s program Sesame Street as an example, which was specifically designed for educational purposes and has shown evidence of improving early learning and language acquisition. Professor Fearon, who led the "Children of the 2020s" research, stressed the need for nuance, emphasizing that the guidance is not a rigid set of rules, as each child possesses unique needs and dispositions. He also highlighted that the guidance requires a different consideration for children with special educational needs and disabilities (SEND). For these children, screen use can be advantageous, facilitating interaction with others or serving as a calming mechanism.
When considering alternative content, the Department for Education recommends that video content and TV shows for under-fives should be slow-paced, calm, and visually clear, with content that is easy to follow and understand. Professor Wass suggests that fast-paced content can trigger a child’s "fight-or-flight" stress response, leading to physiological arousal. In contrast, programs like "Hey Duggee," "Puffin Rock," "Bluey," and "Ranger Hamza’s Eco Quest" are intentionally designed to be calm, repetitive, and feature clear storytelling with relatable moments, helping children process and understand their surroundings. Content aimed at parents, such as CBeebies Bedtime Stories, is also valuable as it encourages interaction, imagination, and shared viewing experiences between children and their caregivers. This guidance represents the first evidence-backed, practical advice issued by the government, with ministers committed to ongoing review as further evidence emerges. Education Secretary Bridget Phillipson acknowledged that this is still a relatively uncharted territory, and the government has adopted a precautionary approach. For more comprehensive advice on screen time, the Best Start in Life website offers further resources. Additional reporting was provided by Anna Lamche.
Nana Banana
Ramos Leo
Nakalama John