Author: Alex P.; Editor: Blake E. Davis

If you’ve ever seen a toddler or a child swiping through YouTube or Instagram looking for Cocomelon videos, you might ponder what all that screen time does to their brain. Is it really that negative, or are the concerns caused by exaggerated headlines?

This blog will highlight the methodology behind how research is conducted and information is accessed. For this blog, I wanted to dig into what pediatric studies say, not what social media says, about screen time’s impact on children. I read studies, combed through pediatric organizations’ websites, and reviewed data that other researchers collected over the past years. Here’s what I found, how I found it, and why it matters.

How I Researched For This Post

Rather than pulling information off of untrusted websites or news articles with flashy headlines, I used studies and official publications from trusted sources.

• Specifically, I reviewed these sources:
  Articles from JAMA Pediatrics, Frontiers in Psychology, American Academy of Pediatrics (AAP), and American College of Pediatricians (ACPEDS)
• Reports from the World Health Organization (WHO)
• Academic Papers on PubMed Central
• Research summaries from Harvard’s Center on the Developing Child

What Studies Tell Us About Screen Time

1. Early Exposure to Screen Time and Impact on Brain Development

From a developmental perspective, early childhood is the perfect time for establishing neural connections. Harvard’s Center of the Developing Child explains that the architecture of the brain develops as much through its genetic program as through experience, the latter being largely specific social interactions. The more time children spend in front of screens and away from important social interactions with their caregivers, the less opportunity they will have to develop skills such as language, empathy, and executive functioning. 

An article in Frontiers in Psychology stressed that early childhood media exposure negatively influences attention span, sleep, and emotional regulation. Infants and toddlers learn best through responsive, back-and-forth interactions, not passive interactions. When a screen is used to substitute for social interaction, it may compromise the development of important cognitive and emotional skills.

2. Impact on Health

Too much screen time is linked to several physical and mental illnesses in children. The study published in JAMA Pediatrics that I examined showed how higher media use increased rates of obesity, disturbed sleep, and mental health problems. Blue light emitted from screens suppresses the production of melatonin, which in turn causes difficulty in falling asleep and maintaining sleep in preadolescents. Simultaneously, the sedentariness that goes hand in hand with watching television reduces time for physical activity, thus weight gain and poor fitness.

In addition, social media and gaming platforms are kids’ buzzers for anxiety, depression, and irritability. A study from PubMed Central documented low self-esteem, impulsivity, and even likened addictive behavior patterns. It is not just the amount of screen time but the content that also impacts a child.

3. Parenting Challenges and Family Dynamics

The American College of Pediatricians considers screen use damaging not only to individual children but also to families. Hen devices interrupt meal times, conversations, or playtime. It diminishes the relationships between families. Children feel as if they’re being ignored, and parents lose their focus and become emotionally unavailable.

One key idea repeated across sources is “co-viewing”, which is media use together and can remedy some of these problems. Parents can engage with their children by watching, commenting, or partaking in what their children are doing, turning a rather passive experience into an interactive one. This guided media use can foster learning and communication.

4. Screen Time Guidelines Are Not Always Followed

Despite recommendations from health organizations, screen time for kids is often higher than suggested. The World Health Organization, for example, advises no screen time for children under 2 years while children 2-4 years old should be spending no more than an hour behind the screen. However, surveys show that children do surpass these limits, sometimes by several hours.

A study published in Frontiers in Psychology noted how factors such as socioeconomic status, parental education, and household habits affect screen time levels. In homes where parents are under much pressure and stressed, screens become an easy way to manage their children’s behavior, sometimes neglecting their developmental needs.

5. Media Literacy and Positive Use

Not all media use is detrimental. Educational types of media, especially those designed for children and used in moderation, may aid literacy, numeracy, and social consciousness. The American Academy of Pediatrics recommends that families develop a Family Media Plan that encourages positive use of screen time.

Sites like HealthyChildren.org give suggestions to assist parents in making informed decisions, including avoiding screen time during mealtimes and bedtime, selecting age-appropriate content, and deactivating autoplay to avoid binging.

Finale

As I researched this blog, I realized that screen time themselves are not bad. However, unstructured, excessive, and unsupervised use can interfere with children’s growth and well-being. Pediatricians do not prohibit technology altogether, but they want a balance.

From preschoolers who are watching cartoons to teens glued to social media, content and quality of use are equally essential as the amount of screen time. Intentional, thoughtful interaction will reward families as they prepare their children to emerge into this digital society.

References

Anderson, J. (2020, May). Media Use and Screen Time – Its Impact on Children, Adolescents, and Families. American College of Pediatricians. https://acpeds.org/position-statements/media-use-and-screen-time-its-impact-on-children-adolescents-and-families

Hale, L. (2018). Youth Screen Media Habits and Sleep. Child and Adolescent Psychiatric Clinics of North America, 27(2), 229–245. https://doi.org/10.1016/j.chc.2017.11.014

Harvard University. (2019). Center on the Developing Child at Harvard University. Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/

Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between screen time and children’s performance on a developmental screening test. JAMA Pediatrics, 173(3), 244. https://doi.org/10.1001/jamapediatrics.2018.5056

McHarg, G., Ribner, A. D., Devine, R. T., & Hughes, C. (2020). Screen Time and Executive Function in Toddlerhood: A Longitudinal Study. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.570392

Media. (2019). HealthyChildren.org. https://www.healthychildren.org/english/family-life/media/Pages/default.aspx

World Health Organization. (2019, April 2). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. Www.who.int. https://www.who.int/publications/i/item/9789241550536