Introduction
Screen use in children is one of the topics that most often comes up during paediatric visits. Television, tablets and smartphones are now part of everyday life and, for many parents, they represent a practical resource in moments of tiredness or necessity. This is understandable: raising a child requires energy, constant attention and the ability to adapt.
At the same time, it is normal to wonder whether, and to what extent, screen exposure may influence the development, sleep, attention or behaviour of young children. The good news is that scientific research and International and Swiss Paediatric guidelines provide clear indications.
This article was created precisely with this aim: to support parents with reliable information, simple explanations and practical advice, for a conscious and calm use of screens, without alarmism and without guilt.
What is meant by screen use in children
When we talk about screens, we refer to:
- television
- tablets
- smartphones
- computers
- gaming consoles
Screen use in children is not only a matter of time, but also of how screens are used, what content is viewed and the relational context in which this takes place. A cartoon watched occasionally together with a parent does not have the same impact as a screen left on in the background for hours.
Paediatric recommendations agree on some fundamental points:
- in the first years of life, the brain develops mainly through direct experience, movement, play and relationships
- early and prolonged exposure to screens can interfere with these processes
- as children grow older, how and why devices are used becomes increasingly important
Screen use in children by age group
0–2 years: the time of relationship
In the first two years of life, children learn by looking at the adult’s face, listening to the voice, touching and moving. At this stage, paediatric recommendations are very clear: screens are not necessary.
Why they should be avoided:
- the child struggles to give meaning to two-dimensional images
- exposure can reduce opportunities for real interaction
- the sleep-wake rhythm is particularly sensitive
Special attention should be given to mothers who are breastfeeding: during breastfeeding, eye contact, the voice and the micro-expressions of the face are fundamental stimuli for the newborn’s emotional security. Even brief moments of distraction with a smartphone can interrupt this precious non-verbal communication.
2–5 years: discovering the world through the body
Between the ages of two and five, children are curious, active and constantly moving. At this stage, guidelines suggest:
- very limited, short and structured screen time
- choosing high-quality content
- the presence of an adult, who comments and accompanies the child
Excessive screen use in preschool age has been associated with:
- greater difficulty with attention
- irritability
- interference with sleep
This does not mean “forbidding”, but rather choosing consciously.
6–10 years: educating towards balance
With the start of school, screens also become an educational and social tool. Here the focus shifts:
- from quantity to quality of use
- from imposing rules to dialogue
This is the right time to introduce a true family digital agreement, shared and consistent.
Effects of screens on sleep, attention and behaviour
Sleep
Screen light, especially in the evening, can:
- delay falling asleep
- make sleep more fragmented
- increase night-time awakenings
For this reason, it is advisable to turn screens off at least one hour before bedtime and to keep the bedroom free from electronic devices.
Attention and behaviour
Prolonged and unmediated exposure can be associated with:
- reduced ability to concentrate
- difficulty managing emotions
- increased irritability
The problem is not the screen itself, but passive, solitary and prolonged use.
Alternative activities to screens
0–2 years
- treasure baskets
- songs with gestures
- board books
- simple imitation games
2–4 years
- pouring and transferring activities with a spoon
- simple puzzles and shape sorters
- helping with small household tasks
- symbolic play
5–7 years
- building blocks
- shared reading
- movement games
- creative activities, such as drawing or modelling clay
8–10 years
- board games
- sport
- cooking together
- creative projects
Practical advice for parents
- Set a good example: adults’ screen use matters a great deal
- Avoid screens during meals
- Create predictable routines
- Prefer shared moments
- Do not use screens as the only strategy to calm a child
When to be concerned: warning signs
It is useful to speak with the Paediatrician if you notice:
- language regressions
- persistent sleep disturbances
- social isolation
- strong opposition when the screen is taken away
Conclusion
Screen use in children should not become a source of anxiety or conflict. With accurate information, clear rules and plenty of relationship, it is possible to guide children towards a balanced and healthy use of technology.
Every family is different. In case of doubt, speaking with your Paediatrician can help identify personalised and sustainable solutions.
FAQ – Screen use in children
1. Are screens suitable for young children?
In the first years of life, screens are neither necessary nor useful tools for development. A child’s brain grows mainly through direct experience: movement, concrete play, relationships with adults and face-to-face communication. As the child grows older, screen use can be introduced very gradually, for short periods and always with the presence of an adult.
2. Is it appropriate to use a smartphone to calm a child?
Using a smartphone to calm a child is not recommended. Although it may seem like a quick solution, over time it can interfere with the child’s ability to recognise, tolerate and regulate their emotions. The calm presence of an adult, emotional containment, routine and play remain more effective and protective strategies for emotional development.
3. Is television on in the background a problem?
Yes. Even when the child does not seem to be paying attention, television left on in the background can disturb concentration, language development and the quality of interaction with the adult. To support harmonious development, it is preferable to turn screens off when they are not being actively used.
4. Do “educational” cartoons really help development?
In young children, learning takes place mainly through concrete experience and relationships. Content described as “educational” does not replace play, shared reading or interaction with an adult. When introduced at an appropriate age, it may have a role only if chosen carefully and experienced together with a parent.
5. How important is it to establish rules for screen use?
Rules are fundamental because they help children feel safe and guided. Clear, consistent and predictable limits on screen use support better frustration management and a healthier relationship with technology. It is important that rules are adapted to the child’s age and shared within the family.
6. Does parents’ example really have an influence?
Yes, decisively. Children observe and imitate adults’ behaviour. A conscious use of smartphones by parents, especially during moments of interaction such as meals, play and evening routines, conveys messages that are much more effective than any explicit rule.
7. When is it useful to speak with the Paediatrician?
It is advisable to speak with the Paediatrician if screen use is associated with sleep difficulties, attention problems, irritability, isolation or language regressions. Early discussion makes it possible to intervene in a simple and targeted way, without judgement.
