Children today spend, on average, nearly five hours a day in front of screens (apart from school work) according to the statistics. This figure is even higher for teens (Rideout & Robb, 2019). Whether they’re using tablets, smartphones, gaming systems, or social media apps, screens have become an integral part of children’s lives. Technology can be a wonderful thing for children and provide access to learning, creative tools and communication with loved ones, but it can be detrimental to their health and development if they spend too much time on screens instead of physical activity, play with others, or sleep. In this article, we review the research findings, what to do to establish healthy boundaries for parents, and what parents can do to find a balance in their lives.
Read More: The Psychology Behind Preschool Screen Time: Balancing Learning and Overstimulation
Excessive screen time and its impact on children’s bodies and minds
People often think that using a device quietly is not a problem, but that’s not necessarily the case. Excessive screen time and especially sedentary screen time (watching videos) have been linked to toddlers’ language delay, school-age children’s attention span and sleep issues across all age groups (Stiglic & Viner, 2019).
One of the reasons why people suffer from sleep issues is due to the blue light emitted by screens. Blue light helps the brain maintain wakefulness by inhibiting the release of melatonin. It’s just a body hormone that is produced to help one fall asleep. Nearly at bedtime, the use of phones and tablets delays the production and release of the hormone, leading to later sleep, less sleep and tiredness when waking up (Hysing et al., 2015).
Another brain chemical that is impacted by screen time is dopamine, which greatly influences one’s feelings of reward and motivation. Dopamine is released when someone does something well or has an enjoyable experience, and they feel “good”. There are many apps, games and social media platforms that are intentionally made to release small doses of dopamine that can make it difficult for kids to turn their attention to other, less immediately rewarding activities, such as reading, doing homework or playing outside (Twenge & Campbell, 2019).
Children who have difficulty concentrating, like those with ADHD (attention deficit hyperactivity disorder, a disorder in which it is difficult to concentrate), might be particularly affected. There is also evidence that excessive screen time can exacerbate attention problems, although there are also some indications that children with ADHD are more attracted to screen time due to its stimulating nature (Ra et al., 2018).
Read More: Is Screen Time Delaying Your Child’s Language Development? Research Insights
Importance of physical activity in a child’s development
Exercise is not only good for the body, but it’s also essential for the brain! According to the World Health Organisation (WHO, 2020), children aged 6-17 years should be moderately active for 60 minutes daily. But studies have shown that most children in high-income countries are not making this happen, and sedentary/inactive lifestyles are one of the most significant contributors to children’s low achievement of this target.
Being physically active regularly during childhood benefits academic performance, lowers the risk of anxiety (feelings of worry or nervousness that make it difficult to relax), helps maintain a healthy weight, boosts bone and muscle strength, and helps enhance mood. Poitras et al (2016) in a large systematic review, found that there was good support for a positive relationship between physical activity and thinking skills, memory and concentration in children.
Outdoor play offers more advantages, particularly. Children are less stressed and more creative when in a natural setting, like a park, garden, or open field. This also provides children with opportunities to have unstructured play with other children, which is more difficult to substitute for with screens (McCurdy et al., 2010).
Read More: Interventions for Helping Students with Academic Stress in Schools
What the Guidelines say: Set Screen Time Limits
There’s age-based guidance for families from major health organisations. According to the American Academy of Paediatrics (AAP, 2016), the following can be suggested:
- Under 18 months: Do not use any screen media (except video chats with family).
- 18-24 months: Present high-quality educational information, and have a parent watch with them.
- 2-5 years: High-quality programs no more than one hour per day.
- 6 years and older: Establish clear guidelines for time and type of media, and don’t replace screen time with sleep, physical activity or social time.
The following are recommendations, not requirements. In this case, the context of the use of the screen is important. Relaxing over a nature docu-fiction family session is completely different to a kid spending an hour on a gaming application. There are some critical considerations to take into account, including quality, context and substitution of screen time (Przybylski & Weinstein, 2017). Some families report a successful strategy is to develop a family media plan and establish time limits for media use, screen-free zones (e.g., dinner table, bedrooms), and rules with child engagement. If kids are involved in the decision, they will be more likely to follow the plan.
Read More: AIIMS Study Links High Screen Time to Autism-Like Signs by Age 3
Practical ways to bring more balance into day-to-day life
This doesn’t mean that technology can’t be used at all. The aim is to balance it out by ensuring screens do not dominate, but play a part in a rich and dynamic lifestyle. Research demonstrates that families around the world use the following strategies:
- Make tech-free times and places: Keep bedrooms screen-free. Bedroom screen access is consistently associated with poorer sleep-in children (Hysing et al., 2015).
- Walk to school, dance in the living room, and cycle on weekends as a habit. It does not have to be a formal sport. The important thing is that children are physically active daily.
- Watch with child: If children are using screens, being present to watch with the child provides an opportunity to ask questions, explain concepts, and influence the learning that takes place from the viewing.
- Set a good example to follow: Children see when adults are absorbed in their own phones. Set a good example when you want your child to turn off the screen at mealtimes.
- Provide attractive options: Keep a good supply of board games, art supplies, sports equipment, and books. Create offline activities to be fun and accessible.
Conclusion
Technology is here to stay, and it isn’t going to go away. With proper use, it can provide kids with a lot of learning, connection, and creativity. While the focus for today’s parents is not to ban screens, it is to use them properly and with boundaries, providing appropriate alternatives, and to talk with children about healthy screen use.
The study confirms that active children who sleep well and interact with people in person are healthy and happy. In the right hands, and under the right circumstances, screens can fit into that equation. It’s about proper use of technology, not the other way around. Start small, maybe by choosing one change that one is going to make this week. Perhaps not using a cell phone at dinner time or a half-hour stroll after school. Nothing comes from overnight success; it’s built through tiny actions that are repeated over time.
References +
- American Academy of Paediatrics. (2016). Media and young minds. https://doi.org/10.1542/peds.2016-2591
- Hysing et al. (2015). Sleep and use of electronic devices in adolescence: Results from a large population-based study. BMJ Open. https://bmjopen.bmj.com/content/5/1/e006748
- L. E. McCurdy et al. (2010). Using nature and outdoor activity to improve children’s health. Current Problems in Pediatric and Adolescent Health Care. https://doi.org/10.1016/j.cppeds.2010.02.003
- V. J. Poitras et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism. https://doi.org/10.1139/apnm-2015-0663
- A. K. Przybyłski & N. Weinstein. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science. https://doi.org/10.1177/0956797616678438
- C. K. Ra et al. (2018). Association of digital media use with subsequent symptoms of attention-deficit/hyperactivity disorder among adolescents. JAMA.
- https://doi.org/10.1001/jama.2018.8931
- V. Rideout & M. B. Robb. (2019). The Common Sense census: Media use by tweens and teens. Common Sense Media. https://www.commonsensemedia.org
- N. Stiglic & R. M. Viner. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open. https://doi.org/10.1136/bmjopen-2018-023191
- J. M. Twenge & W. K. Campbell. (2019). Media use is linked to lower psychological well-being: Evidence from three datasets. Psychiatric Quarterly. https://doi.org/10.1007/s11126-019-09630-7
- World Health Organisation. (2020). WHO guidelines on physical activity and sedentary behaviour. World Health Organisation. https://www.who.int/publications/i/item/9789240015128
