Pre-school children today face a profound challenge with the pervasive influence of screen time. Despite being too young to have experienced the direct impacts of lockdowns, over 25% of three- and four-year-olds now own their own smartphones. Half of children under 13 engage with social media platforms, raising concerns about the long-term implications on their development and wellbeing. The Department of Education is actively working towards bolstering family services, yet the impact of excessive screen use cannot be ignored.
In recent years, a notable decline in children's language skills has been observed. This concerning trend coincides with an increase in referrals for speech and language therapy. Educators, such as Kate Beck from Mill Hill Community Primary in North Allerton, have noticed children adopting American vocabulary learned from screens.
"Some children use American vocabulary which they are definitely hearing from a screen."
Source: Kate Beck, from Mill Hill Community Primary in North Allerton
Furthermore, experts highlight that children are consuming experiences through screens rather than engaging with the world directly. This shift raises worries among some parents who remain uncertain about the extent of harm screens may pose to young children. Consequently, there is a growing call for a public health campaign to shed light on this pressing issue.
The pandemic has further complicated matters by impacting children's development. Despite these challenges, the Department of Education remains committed to supporting families. Continued investment is being directed towards the Family Hubs and Start for Life programme to enhance these services.
Recognizing the risks associated with screen time, current guidelines suggest that children aged 0-2 should avoid screens altogether, while those aged 2-5 should limit screen time to 30 minutes per day. However, enforcing these recommendations can be challenging for parents seeking to manage their children's technology use.
"Giving a child a device to calm them down means they don't learn how to regulate their own emotions, which can lead to behaviour problems."
Source: Kate Beck, from Mill Hill Community Primary in North Allerton
To address the uncertainty surrounding screens' impact on children, a comprehensive research initiative led by the University of Cambridge is underway to provide more robust evidence on this issue.
"More robust evidence is needed to reach clear conclusions on the impact of smartphones on children, which is why we have launched our own research, led by the University of Cambridge, into the impact of social media on children's overall wellbeing."
Source: Unspecified
