By: Qurratulain Mughal
Published by: ANI
A child who once rushed to the picture-book table, building blocks or playground may now head straight for a mobile phone or tablet. Screens increasingly fill breakfast time, quiet moments and periods when children need entertainment. For parents and teachers, this shift is becoming increasingly difficult to ignore.
Children are growing up in a world where entertainment is instantly available at the click of a button. Yet the early years of life are among the most important periods for brain development, requiring conversation, movement, imagination and exploration of the real world. The concern is not that every screen experience is harmful, but that excessive screen use can replace the activities and interactions that are essential for early learning and development.
Research supports this concern. A 2024 systematic review and meta-analysis published in JAMA Pediatrics found associations between certain forms of screen exposure, including program viewing and background television, and poorer cognitive or psychosocial outcomes among children under six. An earlier review involving 42 studies and nearly 19,000 children similarly found that greater screen time was associated with poorer language skills, while educational programming and screen use alongside caregivers were associated with better language outcomes.
These findings suggest that the quantity, quality and context of screen time matter. A cartoon or digital game is not necessarily harmful to learning, but excessive or passive screen use can reduce opportunities for children to communicate, explore and engage in meaningful activities.
The effects can also become visible in the classroom. Children accustomed to fast-moving games and rapidly changing videos may find slower activities less immediately engaging. Some may struggle to sit patiently while completing a task, while others may prefer talking about games, YouTube-style videos or favourite cartoons instead of participating in imaginative play with classmates.
The American Academy of Pediatrics has highlighted concerns about problematic digital-media use in early childhood, including associations with unhealthy sleep and fewer opportunities for language development, movement, exploration and learning with caregivers.
The issue, therefore, is not simply what children are watching, but what they may be missing while watching it. Time spent on screens can take away from reading, drawing, outdoor play, conversation, creative activities and hands-on learning.
The World Health Organization recommends no screen time for infants under one year and no more than one hour of sedentary screen time for children aged 2–4. Its guidance also emphasizes active play, adequate sleep, and reading and storytelling with caregivers.
Such recommendations are important because early learning extends far beyond letters and numbers. Children develop patience while completing puzzles, language skills through conversation, problem-solving abilities while building with blocks, and empathy through interaction and play with others.
Digital games and mobile devices can provide rapid stimulation and immediate rewards, whereas learning through real-world experiences often develops more gradually. Children need opportunities to wait, listen, persevere, solve problems and cope with small frustrations. These abilities develop through repeated experiences and meaningful interaction away from screens.
The answer is not to remove technology from children's lives altogether. Age-appropriate, purposeful digital activities, particularly when supported by engaged adults, can contribute to learning. The key is balance.
Families can establish technology-free mealtimes, bedtime routines and periods of play. Schools can ensure that digital tools complement rather than replace books, art, physical activity, conversation and hands-on discovery. Adults also have an important role in modelling healthy technology habits.
For young learners to become curious, attentive and socially confident, they need frequent opportunities to look beyond the screen. Childhood may include pixels and programs, but people, play, questions, stories and real-world experiences remain fundamental to building strong foundations for learning and development.
