Screentime for children – getting the balance right
By Stella Ziolkowski, NDNA’s Director of Quality and Training
As technology has evolved over the years, I have increasingly noticed the impact it is having on children’s daily lives. Over the past few years, while travelling on trains, sitting in cafés, or simply observing families in public spaces, I have been struck by the amount of time many children spend absorbed in mobile devices. They can often be seen staring at screens for extended periods, moving effortlessly from one video to the next, seemingly without a clear purpose.
What is particularly noticeable is how disconnected they can become from the world around them. Their attention is focused entirely on the screen, with little engagement in their surroundings or interaction with the people nearby. In some cases, parents or carers do not appear to be monitoring what children are watching, raising questions about whether the content is always appropriate for their age and stage of development.
Watching this has often left me with an uneasy feeling that children may be spending too much time in front of screens. While they are engaged with digital devices, they are not communicating with adults or peers, taking part in physical activity, or exploring and learning from the world around them. These experiences are all crucial for children’s social, emotional and physical development.
Many of us who grew up before portable screens became a constant presence have shared similar concerns. However, until relatively recently, there has been limited research and guidance available to help parents, carers and professionals understand what constitutes healthy screen use, the potential risks associated with excessive use, and the ways technology can be used positively to support children’s learning and development.
Along with other experts and representatives from the sector, I have been involved in the advisory panel with some families faces, including Prof Sam Wass from the Institute for the Science of Early Years who spoke at our conference in June about his work on the effect of screens on children’s brains and development.
Here is the DfE’s guidance and advice https://help-for-early-years-providers.education.gov.uk/health-and-wellbeing/screen-use
As digital technology becomes an increasingly common part of children’s lives, it is important that early years providers take a balanced and thoughtful approach to screen use. Recent guidance from the Department for Education encourages settings to adopt a precautionary approach, recognising that while technology can support learning, it should never replace the rich interactions and experiences that are essential for young children’s development.
Research suggests that excessive screen use in the early years may be associated with poorer language development, reduced attention, and fewer opportunities for social interaction, physical activity and exploration. Young children learn best through responsive relationships, conversation, play and hands-on experiences, all of which are fundamental to healthy cognitive, social and emotional development.
For babies and young children, face-to-face interaction is particularly important. While occasional use of screens, such as video calls with family members, can support communication and relationships, screens should not become a substitute for meaningful engagement with adults, peers and the environment around them. Technology used to support children with SEND, including communication aids and assistive devices, should also be viewed differently, as these tools can play a vital role in enabling participation and learning.
Within the nursery environment, screens should be used only where there is a clear educational purpose. For example, technology can be used to enhance children’s understanding of the world by showing real-life images or videos that they would not otherwise be able to experience. However, adults should actively support and extend the learning by asking questions, encouraging discussion, and linking screen-based content to practical experiences and play. The value comes from the interaction around the content, not simply from watching it.
Any digital content used with children should be carefully selected in advance. It should be age-appropriate, calm, engaging and free from advertising or inappropriate material. Children should not be able to freely scroll through content and screen use should always be supervised by an adult who is actively involved in the experience.
Children also need opportunities to learn about technology as part of the modern world. By using devices purposefully and safely, practitioners can begin to help children develop an understanding of how technology works and how it can be used responsibly.
Good practice includes creating screen-free times and spaces, such as during mealtimes, outdoor play and before sleep or rest periods. Most importantly, screen use should never displace opportunities for free-flow play, exploration, physical activity, creativity or social interaction. Likewise, screens should not routinely be used to calm or occupy children, as they need opportunities to develop self-regulation skills through relationships and supportive adult interactions.
As with most aspects of child development, achieving the right balance is key. Early years settings should work closely with families to understand children’s experiences with technology at home and to promote a consistent approach. Open communication with parents about how and when screens are used in the setting can help ensure that technology is used thoughtfully, and in ways that genuinely enhance children’s learning and development.
Speak with parents and be prepared to support them on how to manage their child’s screen time. Here’s some guidance you can share with them https://beststartinlife.gov.uk/screen-time-under-5s/
Share your setting’s approach to use of technology with parents. Explain why children spending time that is not purposeful can have a negative impact on their development and wellbeing, especially as it means that they aren’t doing other activities which do help support their language, communication, physical, emotional development, which have a positive impact on children’s wellbeing.
For practitioners, although many aspects of planning, observation and assessment now involve digital technology, it is important that screen use by adults does not detract from interactions with children. Children learn through responsive relationships and sustained shared thinking, so practitioners should ensure that technology supports, rather than competes with, high-quality engagement. Practitioners also act as role models, helping children develop healthy attitudes towards technology through their own balanced and purposeful use of devices.
Following this guidance, families and professionals can feel reassured that they are supporting a child’s early development which includes sufficient sleep, play and exploration and engagement with the world and people around them.
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