Concerns about screen time and the impact of mobiles and tablets on children’s progress are growing, explains June O’Sullivan…
Something I’ve been hearing more and more from colleagues across the sector recently is how common it is for parents to hand their toddler a phone to keep them busy.
This isn’t exactly surprising. The push to give youngsters a screen device is very powerful. It’s been described by Dr Dimitri Christakis of the American National Institute of Health as “the war for attention”.
But what effect is it having on children? Conversations with colleagues highlight their increasing concerns about the number of children exhibiting a lack of progress in their overall development. Not least, they report:
We can’t blame screen time for all these issues. However, there is a sense that it is contributing to this worrying situation.
Many agree with me that we need a national research study to identify the real state of play. Then we can adapt our practice and guidance to parents.
When it comes to devices and screens, parents face confusing messages. The games market is huge and uses persuasive marketing, describing the games as educational.
Children themselves like interactive games with music, colour and lively characters. They are often mesmerised by them, in fact.
If you did not know how children learn, you might be forgiven for thinking that these “educational” games make for good activities.
But early years teachers and educators, who do understand how children learn, have serious reservations. Children are brilliant mimics, but their ability to parrot songs and stories doesn’t drive assimilation and accommodation of ideas.
Any learning that happens is likely to be superficial, and not embedded or transferred and applied in other contexts.
Right now, the sector debate is identifying how – or if – we should use screens as part of our modern teaching repertoire.
The American Academy of Paediatrics recommends keeping all screens turned off around babies and toddlers younger than 18 months.
They say a little screen time can be acceptable for older toddlers, but no more than an hour per day. They also warn against allowing any screens in a child’s bedroom, noting that even small screens like phones and tablets have been linked to poor sleep quality.
This is worth remembering, as an increasing number of parents put the bedtime story on the iPad. Many settings present their home learning advice and activities on mobile phones.
The latest research confirms the views of most early years staff that our focus needs to be on adult relationships.
It stresses the importance of parent participation – in other words, sharing activities together.
We know, for example, that babies learn to socialise by connecting face-to-face with their parents. However, one study found that when a TV was on in the background, parents were less likely to interact with their children.
Of course, there are some positives connected with screens – for example, children do learn new words from digital games and TV.
But again, this will be better embedded when an adult interacts with the child, picking up on sounds, words, body language, and eye contact.
Our task, as early years practitioners, is to provide children with the best education. That sometimes means rethinking our own behaviour.
How many of us (staff and parents alike) are addicted to our phones? How often do we actually pick up the phone to call parents or carers, rather than sending a text? Can our younger team members actually read an analogue clock?
One thing’s for certain: screens are part of modern life and are not going anywhere. So the more we can all read the research and advice from organisations such as Ofsted, the better placed we will be to give good advice to parents and colleagues, as well as address our own actions.
June O’Sullivan OBE is the CEO of the London Early Years Foundation. Visit juneosullivan.com or connect on X at @JuneOSullivan
Easy ways to support mark making in the early years
Editors picks
