Generation Screen: Navigating the Digital Age for Children

Introduction

In many adults’ collective memory, children used to play outside, roam, and engage in various activities outside of the gaze of their parents for long periods of the day.[1] However, the landscape has shifted, and parents today must navigate school, work, home, and community demands in the current technological era. In their quest for efficiency, parents increasingly resort to technology — using devices such as phones and tablets to keep their children occupied in various settings.

This new reality has consequences for children’s motor development, social and emotional skills, and overall health. This brief will discuss the implications of excessive screen time and offer recommendations for ways to decrease screen time for young children.

Screentime Implications

Screens are everywhere — in our homes, schools, workplace, and throughout the community — so increasing awareness about the need to balance and moderate technology use and exposure in developmentally appropriate ways is essential.

The American Academy of Pediatrics (AAP) discourages screen time for children under the age of 2 and recommends limiting screen time for 2- to 5-year-olds to one hour a day.[2] On average, children from birth to age 8 consume about two and a half hours of screen media a day.[3] Overall, 65.7% of boys and 64.6% of girls aged 2–17 years spend more than two hours of screen time each weekday, in addition to screen time spent on schoolwork.[4]

While more research is needed, it has already found that more screen time and fewer play-based interactions increase:

• ADHD type characteristics (e.g., difficulty in focusing; task completion). 
• Autistic characteristics (e.g., depressed social skills development; communication; fine motor deficits; robotic processing and thinking).
• Social maladjustment and other behavioral difficulties.[5] 

Further associations observed include rising obesity, decreased sleep, child development delays, poor family functioning, and poor executive functioning.[6] 

Balancing Technology and Human Skills

When used appropriately, technology provides many benefits — computer literacy, mathematical and engineering skills, enriching learning experiences, and access to otherwise unobtainable data. However, people have capabilities beyond the reach of technology, such as fostering genuine, meaningful connections with others. These relationships are intrinsic to human interaction. Therefore, understanding the balance and purpose of technology is crucial to ensuring essential, foundational human skills are not replaced.

Monitoring Children’s Use of Technology

The high rate of technological innovation provides a seemingly endless stream of fresh learning opportunities to families and early educators. However, not all technology promotes meaningful learning or is appropriate for young children, so adults must be careful about how and when children use technology. Research underscores the importance of parental monitoring and participation in children's screen time to mitigate negative impacts.[7] Considering the various stages of cognitive development in children, it is imperative that parents and adults maximize healthy child development and learning outcomes while understanding both passive and active technology usage.

Importance of Free Play

Playtime that is unstructured, unplugged, participatory, and imaginative is vital for children's early brain development. The decline in this type of free play, independent of adult oversight, may be a significant contributor of rising mental disorders, decreased psychological resilience, and an overall decrease in well-being.[8] This stems from a growing understanding that children benefit greatly when they feel confident and competent to pursue their own paths.[9] As such, media and electronic device use that replaces unstructured playtime with other children or time outdoors may impair development. 

Current Landscape

The United States does not have a federal-level, comprehensive screen time policy specifically targeted for young children. Instead, guidelines and recommendations on screen time for children are often provided by health organizations and pediatric associations.

Several state and local authorities have implemented regulations regarding screen time policies in early care and education (ECE) centers across the country. However, there is limited knowledge about the implementation and effectiveness of these regulations.[10]

For example, according to Texas Minimum Standards for Childcare Centers, children under the age of 2 should have no screen time. Additionally, no more than one hour of screen time a day is recommended for children 2 and older if the screen time activity:

1. Is related to the planned activities that meet educational goals.
2. Is age-appropriate.
3. Is not used during meals, snacks, naps, or rest periods.
4. Does not include advertising or violence.
5. Is turned off when not in use.[11]

International Models

Under Taiwan's Protection of Children and Youths Welfare and Rights Act, parents are legally required to restrict their children's excessive use of electronic devices. The regulation specifies that juveniles shall not “continue using electronic products for an unreasonable amount of time, causing harm to their physical and mental health.”[12] Parents and legal guardians could face fines of up to 50,000 New Taiwan dollars ($2,150) if their children's use of electronic products leads to physical or mental health issues. Notably, the act does not clearly define what constitutes an “unreasonable” amount of time.

Earlier this year, French President Emmanuel Macron unveiled a plan to regulate children’s television, phone, and computer screen time — although specific implementation details have yet to be determined.

Policy Recommendations

The following four-pronged policy approach could be implemented in the U.S. to better support healthy child development by reducing children’s excessive screen time:

1. Research and Evaluation — Invest in research to better understand the impact and effectiveness of existing state-level regulations. Evaluate the correlation between screen time policies and child development outcomes.          
    
2. Public Awareness and Education — Launch campaigns to raise awareness among parents, educators, and caregivers about managing children's screen time. Provide resources and educational materials to promote responsible screen time practices. 
    
3. Collaboration with Stakeholders — Engage with health professionals, educators, technology companies, and parents to collaboratively develop evidence-based guidelines that consider the evolving landscape of screen-based technologies. 
    
4. Develop a Federal Screen Time Policy — Establish a comprehensive federal policy addressing screen time guidelines for young children, providing consistency and clarity across the nation. Incorporate mechanisms for regular reviews and updates to the federal screen time policy that adapt to changing technologies and emerging research findings.

Conclusion

A federal screen time policy may be helpful in addressing challenges posed by the increasing use of screen-based devices among young children. Such a national policy could serve to provide consistency and clarity across the country. By investing in research, promoting public awareness, adopting evidence-based guidelines, and collaborating with stakeholders, the United States can ensure its youngest citizens' well-being and healthy development in the digital age.

Notes

[1] Peter Gray, David F. Lancy, and David F. Bjorklund, “Decline in Independent Activity as a Cause of Decline in Children’s Mental Well-Being: Summary of the Evidence,” The Journal of Pediatrics 260, art. 113352 (September 2023), https://doi.org/10.1016/j.jpeds.2023.02.004.

[2] American Academy of Pediatrics Council on Communications and Media et al., “Media and Young Minds,” Pediatrics 138, no. 5 (November 2016): e20162591, https://doi.org/10.1542/peds.2016-2591.

[3] Victoria Rideout and Michael B. Robb, 2020 The Common Sense Census: Media Use by Kids Age Zero to Eight (San Francisco, CA: Common Sense Media, 2020), https://bit.ly/3PNkfk2.

[4] “National Health Interview Survey,” National Center for Health Statistics, Centers for Disease Control and Prevention, last reviewed March 14, 2024, https://www.cdc.gov/nchs/nhis/index.htm.

[5] Sukhpreet K. Tamana et al., “Screen-Time Is Associated with Inattention Problems in Preschoolers: Results from the CHILD Birth Cohort Study,” PLOS ONE 14, no. 4 (April 2019): e0213995, https://doi.org/10.1371/journal.pone.0213995.

[6] Sophie Domingues-Montanari, “Clinical and Psychological Effects of Excessive Screen Time on Children,” Journal of Paediatrics and Child Health 53, no. 4 (February 2017): 333–8, https://doi.org/10.1111/jpc.13462; “Media and Young Minds.”

[7] Brae Anne McArthur, Suzanne Tough, and Sheri Madigan, “Screen Time and Developmental and Behavioral Outcomes for Preschool Children,” Pediatric Research 91 (2022): 1616–21, https://doi.org/10.1038/s41390-021-01572-w; Alexis Jones et al., “Identifying Effective Intervention Strategies To Reduce Children’s Screen Time: A Systematic Review and Meta-Analysis,” International Journal of Behavioral Nutrition and Physical Activity 18, art. 126 (September 2021), https://doi.org/10.1186/s12966-021-01189-6. 

[8] Gray, Lancy, and Bjorklund.

[9] Richard M. Ryan and Edward L. Deci, Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness (New York: The Guildford Press, 2017).

[10] Chelsea L. Kracht et al., “Strategies in Addressing State Screen Time Policies in Early Care and Education Centers in Louisiana,” Journal of the Louisiana Public Health Association 3, no. 1 (November 2022): 44–58, https://pubmed.ncbi.nlm.nih.gov/36939439/.

[11] Texas Health and Human Services, “Subchapter F, Developmental Activities and Activity Plan” in Minimum Standards for Licensed and Registered Child-Care Homes, March 2023, https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-747-homes.pdf. 

[12] The Protection of Children and Youths Welfare and Rights Act (Taiwan) ch. 4, art. 43, https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=D0050001.

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