The Effects of Screen time on Children

Screens are everywhere. From televisions in our living rooms to tablets and computers in classrooms, digital media is now woven into our families’ lives, often whether we like it or not. Children today, having been born into the digital ecosystem, are “digital natives”. The age at which children interact with media has dropped from four years in 1970 to four months.

 Screens can be both a parenting lifeline and a source of worry. They can entertain while we get on with chores, educate, and offer some downtime in a busy day, but they have also been shown to impact children’s behaviour, sleep, and development. And while many of us worry about the downsides, screens aren’t going anywhere, so it’s necessary to understand how we can mitigate any risks.

So, what does the research say about the impact of screen time? Are screens always harmful, or can they play a positive role in our children’s development?

This guide compiles research into the impact of screens. We’ll look at whether all screens pose the same risk, what studies say about the effect on cognitive, language and social-emotional development, and what parents can do to help their children build a healthier relationship with screen-based media.

Is all screentime the same?

‘Screen time’ is often labelled as one thing, when in reality it isn’t. For example, watching a slow-paced, age-appropriate TV with a parent is a very different experience from quickly switching between YouTube clips. Whether the media is interactive or mobile makes a difference. In many ways, the impact of screens depends on how they’re used.

Screens and connected devices do offer some benefits, particularly for older children, including educational, social and creative outlets. But platforms are often designed to keep users engaged and influence their behaviour with features such as autoplay. “Engagement-based designs” can hold children’s attention and impact sleep, play and family time

Four things matter the most: 

1. The quality of content, such as educational versus fast-paced or violent content.
2. The context, i.e., watching alone versus alongside an adult
3. Interactivity (passive watching versus interactive engagement)
4. Timing, for example, background TV running all day versus intentional, time-limited use.

These factors strongly influence whether screens support or undermine development.

Screen time guidelines 

Many health organisations have issued recommendations for young children. For example, the World Health Organization does not recommend any screen time for children under one, and no more than one hour a day for children under five. The American Academy of Paediatrics recommends screen time before 18 months is limited to video calls. Between 18 and 24 months, watching educational shows with a caregiver.  Only about one hour a day for children aged two to five, extending to three at the weekend.  From age six, the priority should be ensuring a healthy balance of screen time alongside sleep, movement, outdoor time, and connection.

Our Tips:

• Under 2: keep it minimal; video calls are fine; if screens need to be used, watch together and select quality content.
• Ages 2–5: aim for short, intentional windows (often ~1 hour/day or less)
• School age+: protect sleep, movement, and family connection first; then fit screens around that

General

• Turn off all screens during family meals and outings.
• Learn about and use parental controls.
• Avoid using screens to stop tantrums.
• Turn off screens and remove them from bedrooms 30-60 minutes before bedtime.

How screens can affect child development

Early childhood is a critical period for brain development. Skills such as attention, memory, executive functioning, and language are rapidly forming, and experiences during this time shape the brain’s learning pathways. That’s why the effect on screens and child development is such a big topic: screens can be enriching, but they can also distract from the experiences that children need most.

Cognitive development

Research suggests high-quality, age-appropriate media can support learning and problem-solving. However, excessive screen time, especially when it involves multitasking, has been linked to poorer executive functioning and weaker academic outcomes. One long-running cohort study found that heavier TV exposure at age two was associated with lower classroom engagement and reduced maths performance later in childhood.

It’s also important to say this clearly: some negative outcomes may not be just because “screens are toxic” so much as “screens encourage attention patterns that are hard to switch off.” Constant novelty, frequent switching, and rapid rewards can make it harder for children to practise sustained focus.

Language development

Language develops through interaction. Children learn words, grammar, and turn-taking by practising back-and-forth communication with adults. One key concern with heavier screen time, especially in toddlers,s is that it can reduce the quantity and quality of those interactions.

Background TV is a common hidden issue. Even when children aren’t actively watching, background media can disrupt play, reduce adult speech, and affect attention and cognition in under-fives.

That said, context changes outcomes. Co-viewing, watching with a caregiver and talking about what’s happening, can make screen time more language-rich. And from around age two, high-quality educational programmes designed for learning may support vocabulary and early literacy, particularly when used intentionally rather than as constant background noise.  However, even when parents and children watch television together, their communication is lower than when they engage in a book reading or toy playing (Hanson et al., 2021, 

Overall, higher daily exposure (for example, two or more hours a day) has been associated with a higher likelihood of language delays and behaviour difficulties compared with lower exposure (around an hour or less).

Social and emotional development

When screen time is excessive or poorly managed, studies have found links with a range of social-emotional outcomes. These include increased risk of sleep disruption and weight-related health issues, higher levels of anxiety and depressive symptoms, more difficulty regulating emotions, and reduced emotional understanding and empathy. Exposure to violent content has also been consistently linked with increased aggressive behaviour.

Where screens happen seems to matter too. Having a television or device in a child’s bedroom is associated with poorer wellbeing and lower emotional understanding in some studies. Different types of screen activity may also have different effects; for example, some research suggests video gaming is more strongly linked with anxiety and depressive symptoms than television viewing, with some gender differences reported.

Sleep appears to be one of the biggest “middle steps” linking screens to wellbeing. Night-time use, stimulating content, and the pull of always-available devices can reduce sleep quality, which then impacts mood, behaviour and attention.

The good side of screen time

Screens aren’t inherently bad. Used well, they can offer real benefits. High-quality educational programmes can support early language, literacy, and cognitive development from around age two. Digital tools can also encourage creativity, imaginative play, and positive social attitudes when content is thoughtfully designed. For some children, particularly those facing disadvantage as educational media may widen access to learning resources.

The key is intentional screen time, not unlimited access.

The parental role: what matters most

Parents have more influence here than they often realise. Research consistently shows that children tend to have lower screen time when families set clear, consistent expectations around technology, use practical tools like time limits and parental controls, keep screens out of bedrooms, and protect screen-free moments like meals and bedtime routines.

Perhaps most importantly, children copy what they see. When adults regularly reach for a phone during conversations or rely on screens to fill every quiet moment, children learn that screens are the default tool for boredom, stress, or downtime.

How to manage screen time in a positive way

In real family life, the most effective approach is usually simple and consistent rather than extreme.

Start with quality over quantity. Choose slower-paced, age-appropriate content and, where you can, watch with your child and talk about it. Naming emotions, predicting what happens next, or connecting a story to your child’s world can turn screen time into language and connection time.

Next, reduce background screens. If the TV is on but nobody is truly watching, it still competes with conversation and play. Keeping screens out of bedrooms is another evidence-backed step that protects sleep and reduces unsupervised use.Finally, build routines. Many families find screens work best when they are contained to predictable times (for example, a short window after nursery while dinner is prepared) and balanced with movement, outdoor play, books, and hands-on activities. Where possible, try using screens after physical play rather than in place of it.

Summary

Screens are part of modern childhood, but they don’t have to dominate it. The evidence suggests that high-quality, age-appropriate content used intentionally can support learning especially when it’s shared with an adult. At the same time, excessive or poorly managed screen use is associated with challenges in attention, language development, sleep, and social-emotional wellbeing.

The goal isn’t perfection. It’s building a family rhythm where screens are one tool among many and where connection, sleep and play still come first.