Screens are an unavoidable part of childhood – and for many Australian parents, exactly how often children access them is a source of guilt and worry. But while guidelines to support healthy screen use for children do exist, understanding them can seem confusing and overwhelming.
That screen use-related complexity prompted researchers from the University of Wollongong (UOW) to explore what else matters for children’s healthy development beyond screen time.
Dr Sumudu Mallawaarachchi and Associate Professor Dylan Cliff led a team of researchers from the Australian Research Council Centre of Excellence for the Digital Child, with an aim to gather all available evidence on ‘screen contexts’ to find the answers.
“Our new research analysed 100 studies on the influence of screen use contexts on cognitive, social and emotional development among children aged from birth to five years,” Mallawaarachchi says.
“We found that while in certain circumstances screen time may be linked to poorer cognitive and psychosocial outcomes, there are times when screen use can be positively associated with cognitive outcomes.
“Based on our findings from over 176,000 children and their families, we found there are certainly times when screen use can lead to negative cognitive and psychosocial outcomes, however there are many ways parents can make young children’s screen use benefit their brains and behaviour.”
The research reveals that using screen together – such as in a classroom setting – was beneficial for children’s cognition, especially language outcomes.
“Watching a show like Bluey or using an app like Reading Eggs is not a bad thing, especially if children and caregivers engage together,” says Mallawaarachchi.
“Having conversations about what children are seeing or doing can help them understand the content and foster their language and learning.”
Shaping the content watched by children is the device they are using to watch. A more personal device like a phone or iPad can foster a more intimate relationship between the viewer and the content.
“The research evidence on co-use of mobile screens (smartphones or tablets) is still emerging, although there is some evidence that co-use of mobile screens may be more difficult given the handheld nature and the interactive interface,” Mallawaarachchi told EducationDaily.
Caregivers should also consider the type of content that children are engaging with and how it might influence their development and behaviour. Researchers found that children who spent more time watching TV programs and online content and children who watched more age-inappropriate content had poorer cognitive, social and behavioural outcomes.
“Avoiding violent content and content for mature audiences is key,” Dr Mallawaarachchi says. “There are trustworthy guides like Common Sense Media available for parents who would like guidance in choosing appropriate apps and content for their children”.
What should a parent consider while determining whether content or apps are appropriate?
Dr Mallawaarachchi told EducationDaily: “Parents might ask themselves, what age or developmental stage is the content designed for and does it promote learning and development – for example, Sesame Street. Does it stimulate imaginative play and creativity in the real world, such as Play School? Does the content have positive social messages, like Bluey? Does it encourage movement like dancing to music, like Ready, Steady, Wiggle?”
And it’s not just how children use their screens that needs to be taken into consideration, with researchers saying it’s up to adults to model positive screen use.
“In our research we found that children had better social and behavioural outcomes when parents avoided screen use during interactions and routines like family meals,” Associate Professor Cliff said.
“Sometimes parents’ screen time can interfere with conversations and connections between them and their child, but any distraction can cause a problem. What’s most important is being present and engaged with children and not letting screens become another distraction that breaks the time to bond.”
The research also explores the impact of background television (TV) in homes, with studies showing that it can reduce the frequency of words spoken and the number of new words used by parents in conversations with children.
“Children learn from their environments and having the TV on, even if it’s just in the background, can divert a child’s attention from play and learning. We do recommend that if the TV is not being actively watched, it’s best to switch it off so that children can play, listen and learn.”
Associate Professor Cliff says the researchers’ ‘findings could assist in the development of clearer global recommendations for families, clinicians and educators – encouraging them to consider the contexts of how screens are used, rather than focusing only on screen time limits.
“We’d love to see the development of new guidelines that consider the contexts of screen use – the types of screens being used, the content being accessed, co-use and purpose of use – to give parents and other carers a better understanding of what contributes to healthy screen habits, beyond time limits,” Cliff says.
“It’s hard to navigate screen use in an increasingly digital world, however if we’re mindful of these insights, we can help children grow up healthy and happy.”
