The impact of screen time on early years development

The “screen time debate” has recently become a permanent fixture in conversations around early years development. Whether it’s a toddler arriving at the setting with a tablet or an educator noticing a dip in communication skills across a cohort, the impact of digital habits on developmental milestones is a growing concern.

How screens impact early development

Research continues to show a measurable “vocabulary gap” linked to high screen use. Recent data from the DfE suggests that by age two, screen use is nearly universal, with children who watch the most content scoring significantly lower on language assessments than their peers.

It isn’t just about what children are missing out on while watching a screen, it’s about how the brain reacts to the medium itself. Studies comparing illustrated storybooks to animated versions found that the brain is more “balanced” and engaged during a physical book session. Furthermore, high media use in children aged 3 to 5 has been linked to lower integrity in the brain’s white matter. This is the area of the brain responsible for executive function, literacy, and language skills. In short, excessive passive viewing can physically alter the way a child’s brain processes information.

A Note on SEND: Screens as essential tools

When we talk about reducing screen time, we must remain conscious of the children in our care who have SEND (Special Educational Needs and Disabilities). For many of these children, digital devices are essential tools for learning and inclusion:

• Communication Aids: For children with speech and language delays or non-verbal learners, tablets and specialised apps often serve as their primary voice (AAC – Augmentative and Alternative Communication).
• Regulation and Comfort: Many children with sensory processing needs or autism use specific, predictable digital content to “decompress” and regulate their nervous systems when the physical world becomes overstimulating.
• Levelling the Playing Field: Research suggests that for some children with SEND, the high-contrast visuals and interactive nature of digital content can make learning more accessible than traditional methods.

As reported by the BBC, the relationship between screens and emotional regulation is complex; while excessive use can be a challenge, for some, it is a necessary support. We should always observe the purpose of the screen use before advising a “limit.”

Supporting parents to “reset”

You already know that judging parents doesn’t work. Most families are using screens because they’re exhausted, not because they don’t care. Your role is to offer solutions. Here are some practical swaps parents can actually implement:

• Model the “Bridge” transition: Suggest that parents set up the next activity (like play-dough or blocks) before the screen goes off. This gives the child something tangible to move toward, making the transition easier.
• Establish “Screen-Free Zones”: Encourage families to keep mealtimes and bedrooms device-free. This protects sleep quality and prioritises face-to-face connection.
• The 10-minute talk: As the BBC highlights in recent findings, the home learning environment is a powerful buffer. Remind parents that just 10 minutes of dedicated “screen-free” conversation or reading can significantly improve a child’s language outcomes, regardless of their screen habits elsewhere.

Using screen time effectively for learning

Not all screen time is created equal. When used intentionally, digital tools can actually support the EYFS goals:

• Prioritise “Active” over “Passive”: Choose interactive apps that require problem-solving or creativity rather than just “watching.”
• The “Co-viewing” rule: The DfE suggests that the negative impacts of screens are mitigated when an adult is present. Talk about what is happening on screen: “Look, the bird is blue—can you see anything blue in this room?”
• Connect to the real world: If a child watches a video about tractors, follow it up with a trip to a farm or a session in the sandpit with toy diggers. This helps them transfer 2D knowledge into a 3D environment.

Alternatives to “slow down” little minds

Fast-paced digital content can overstimulate children, making real-life tasks feel “boring” by comparison. To help rebuild their attention spans and support cognitive development, we can encourage “slow” activities:

• Sensory “Grounding”: Activities like water play, mud kitchens, or “treasure bags” with different textures encourage children to focus on the present moment and engage their physical senses.
• Auditory Focus: Listening games, such as “Sound Bingo” or “Sound Walks” where children sit quietly and identify noises, help strengthen their “mental muscles” for concentration and patience.
• Practical Life: Invite children into everyday tasks like sorting socks, washing vegetables, or “dismantling” an old cardboard box with child-safe tools. These tasks have a clear beginning, middle, and end, which helps develop a sense of sequence and achievement.

By prioritising physical books, outdoor play, and face-to-face interaction, you’re giving children the tools they need to balance their digital world. You can also use eyengage to share these insights or quick “activity of the day” ideas with parents to encourage more screen-free moments at home.

Conclusion: navigating an evolving digital landscape

The latest findings highlight a clear trend: while digital technology is now an inescapable part of the home and setting, the quality of that engagement is what truly defines its impact on development. We’ve seen that passive, excessive viewing can correlate with language delays and emotional challenges, yet when used as an active tool, technology can be a powerful engine for inclusion and learning.

As the early years sector moves forward, we must accept that our knowledge is ever-evolving. New advancements in AI (Artificial Intelligence) and interactive educational platforms are already beginning to shift the conversation from “how long” a child is on a screen to “what” they are doing and “who” they are with. What remains constant, however, is the need for a balanced approach.

The goal isn’t to switch off the world, but to ensure that the digital doesn’t “crowd out” the essential: the messy play, the face-to-face stories, and the quiet moments of connection. By staying informed and supporting parents with practical, non-judgmental advice, we can help the next generation become resilient, well-rounded learners.