{"id":27700,"date":"2025-03-25T08:58:59","date_gmt":"2025-03-25T00:58:59","guid":{"rendered":"https:\/\/www.curtin.edu.au\/news\/?p=27700"},"modified":"2025-05-20T15:08:44","modified_gmt":"2025-05-20T07:08:44","slug":"screen-time-child-development","status":"publish","type":"post","link":"https:\/\/www.curtin.edu.au\/news\/screen-time-child-development\/","title":{"rendered":"Is screen time bad for kids? New research says it\u2019s not so black and white"},"content":{"rendered":"\n

From colourful TVs to talking toys, digital technology is ubiquitous in the lives of children and parents. While we know that growing up in a digital environment has an influence on infant development<\/strong>, our picture of its precise impact remains blurry.  <\/p>\n\n\n\n

A whirlwind of varied research, media coverage and opinions leaves parents wondering (or fretting) about the best approach to screen time for children. Questions from \u201cShould parents limit screen time for kids?<\/strong>\u201d to \u201cIs screen time bad for kids?<\/strong>\u201d are searched thousands of times per year (in fact, over 11,000 times annually in the US alone). But what does the latest research in the space have to say?\u00a0\u00a0<\/p>\n\n\n\n

In the latest episode of Curtin University\u2019s podcast, The Future Of<\/a><\/em><\/strong>, we speak to Doctor Amber Beynon<\/a><\/strong>, a research fellow at Curtin\u2019s School of Allied Health<\/a>, whose recent study challenges negative views on the impact of infant screen time.\u00a0<\/p>\n\n\n\n

In our chat, we discussed Amber\u2019s impactful research into all the factors influencing infant development \u2013 including screen time and broader family factors \u2013 and explored how parents can navigate our increasingly technological world. Here\u2019s a snippet of the conversation.  <\/p>\n\n\n\n

Amber, firstly, can you tell us why this research is important? Why do we need a better understanding of screen time\u2019s impact on child development?<\/strong> <\/p>\n\n\n\n

\u201cInfancy is a critical period of development in many ways, including physical, emotional and cognitive development. This period lays the foundation for lifelong learning, behaviour and health.\u00a0\u00a0<\/p>\n\n\n\n

\u201cTechnology is constantly evolving, and I know many parents, educators and policymakers are asking questions about how these new technologies play a role in children’s lives at a young age. They\u2019re wondering if screen time is bad for child development.  <\/p>\n\n\n\n

\u201cTechnology isn’t going anywhere. We really need to teach children how to use screens well to minimise risk and help them benefit from now into the future. We also need to move beyond a one-size-fits-all recommendation.\u201d <\/p>\n\n\n\n

Amber, why is it so hard to answer the question on every parent\u2019s mind, \u2018Is screen time bad for kids\u2019?<\/strong> <\/p>\n\n\n\n

\u201cSome studies show that excessive screen use is associated with communication, motor skills and social development delays. However, other research says screens are associated with better language and executive function. <\/p>\n\n\n\n

\u201cBecause there\u2019s a lot of mixed research out there, we can\u2019t just say, \u2018screens are bad for kids\u2019 \u2013 it\u2019s much more complex than that.  <\/p>\n\n\n\n

\u201cWhat we really need to think about \u2013 and where there\u2019s a gap in existing research \u2013 is how screen use fits into the broader family environment. We need to take a bigger-picture approach instead of just fixating on screen time alone \u2013 this is what our recent research aims to do.\u201d <\/p>\n\n\n

\n
\"Two
Amber says technology use is just one piece of the puzzle when talking about child development outcomes.<\/em>\u00a0<\/figcaption><\/figure>\n<\/div>\n\n\n

Amber, h<\/strong>ow common is exposure to screens at an infant level? <\/strong> <\/p>\n\n\n\n

\u201cScreens are a part of everyday life, and we know that so many children engage with screens and use them at a younger age than previous generations.  <\/p>\n\n\n\n

\u201cOur research from the ORIGINS Project<\/a> \u2013 a large cohort in Western Australia \u2013 showed that, on average, infants up to 12 months of age watch TV 30 minutes per day and use mobile touchscreen devices \u2013 tablets and phones \u2013 five minutes per day.\u201d\u00a0\u00a0<\/p>\n\n\n\n

Your research explores the impact of screens and broader family factors on infant development. Can your findings tell us if screens are bad for child development and what other factors might be at play?<\/strong> <\/p>\n\n\n\n

\u201cOne of our key findings is that not all screens are inherently bad. What matters more than screen time alone is the context they\u2019re used in. <\/p>\n\n\n\n

\u201cWhen we researched the role of screens on infant development, we found some associations between screen use and poorer infant development. But what we found more consistently was that poorer parental mental health \u2013 such as increased depression and anxiety in mothers and fathers \u2013 was more consistently linked to poor child developmental outcomes. <\/p>\n\n\n\n

\u201cIf we want to improve child development outcomes, supporting parental mental health may be just as, if not more important, than reducing screen time. It\u2019s not nearly as simple as labelling screens as bad for kids or calling out parents to cut screen time altogether. Instead, we need to support the family as a whole.\u201d <\/p>\n\n\n\n

So, screen time isn\u2019t all bad. But why? And how can our kids use screens in a beneficial way? <\/strong> <\/p>\n\n\n\n

\u201cRather than parents pushing to cut out screens entirely, we should consider the healthy use of screens \u2013 which might benefit both child development and parental mental health at the same time.  <\/p>\n\n\n\n

\u201cWhen discussing screen time, we need to think about the child’s overall development and the other factors in their routine. Are they also engaging in active play, reading books and spending time outside? <\/p>\n\n\n\n

\u201cConsider what screens are being used and how. Are they just passively watching an iPad or using an interactive app?  <\/p>\n\n\n\n

\u201cTake into account the role of other people when screens are being used. Are screens replacing valuable social interactions, or are they used alongside carers?\u00a0\u00a0<\/p>\n\n\n\n

\u201cWe need to zoom out and analyse what’s happening in the broader family environment. Can infant screen use support parents and carers? <\/p>\n\n\n\n

\u201cIt\u2019s important to remember that technology is just one element of a much bigger picture.\u201d <\/p>\n\n\n

\n
\"Cartoon
Screens can be used to enhance connections and relationships. Image: <\/em>Bluey.tv<\/em><\/a>\u00a0<\/figcaption><\/figure>\n<\/div>\n\n\n

Amber, can we talk a bit about scaffolding and how we can use scaffolding to teach children safe ways to interact with technology?<\/strong> <\/p>\n\n\n\n

\u201cScaffolding is when a parent, teacher or other adult supports a child to learn a skill. Initially, the adult provides a lot of guidance, but as the child gains confidence and ability, the support is gradually reduced until the child can independently perform the skill.  <\/p>\n\n\n\n

\u201cIt’s like how you might teach a child to ride a bike. At first, you might hold onto the bike and provide support. As they learn to balance and build confidence, you will let go so the child can ride their bike independently. <\/p>\n\n\n\n

\u201cScaffolding is essential in all areas of child development, including technology use. <\/p>\n\n\n\n

\u201cIf parents can be supportive and engaged with children\u2019s technology use in the early years, they can help them learn the safe use of technology. As they grow up and become independent technology users, they\u2019ll have the skills to use screens and devices safely and beneficially.\u201d <\/p>\n\n\n\n

Amber, you talk about technology evolving and changing. We’re in the throes of an Artificial Intelligence (AI) revolution. What does that mean for child development?<\/strong> <\/p>\n\n\n\n

\u201cAI is shaping how children engage and interact with technology. From personalised learning apps to interactive toys, many young children use AI.  <\/p>\n\n\n\n

\u201cThe learning capacity of these AI technologies is at the next level \u2013 it\u2019s incredible how it can personalise interactions from one child to another and remember interactions. It\u2019s a little bit scary, but it can benefit child development.  <\/p>\n\n\n\n

\u201cI think AI has incredible potential, but we must be cautious using a technology that’s so powerful. We need rigorous research to understand the impact of AI on child development.\u201d <\/p>\n\n\n\n

Ready to know more? Listen to the full episode, The Future Of Screen Time and Child Development<\/em><\/a>, to understand Amber\u2019s research and hear her advice to parents on childhood screen use.<\/strong><\/p>\n\n\n

\n
\"Thumbnail<\/a>
You can listen to the full episode of <\/em>The Future Of<\/em><\/strong> wherever you stream podcasts.<\/em>\u00a0<\/figcaption><\/figure>\n<\/div>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

In the latest episode of Curtin University\u2019s podcast, The Future Of, we speak to Doctor Amber Beynon, a research fellow at Curtin\u2019s School of Allied Health, whose recent study challenges negative views on the impact of infant screen time.\u00a0Here\u2019s a snippet of the conversation.\u00a0<\/p>\n","protected":false},"author":4477,"featured_media":27708,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_oasis_is_in_workflow":0,"_oasis_original":0,"_oasis_task_priority":"","_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"8246,6932,4565,8188,4614,6404","_relevanssi_noindex_reason":"","wds_primary_category":1,"wds_primary_research-areas":0,"footnotes":""},"categories":[79,286,1],"tags":[1165,269,208,1166,306,219,211,226],"research-areas":[],"class_list":["post-27700","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-health","category-health-and-medical","category-uncategorised","tag-child-development","tag-health","tag-healthcare","tag-infant-development","tag-innovation","tag-mental-health","tag-research","tag-science"],"acf":{"post_components":false,"post_options":{"":null,"additional_content":{"title":"","content":"","image":false},"related_courses":[{"title":"","qualification":"","link":"","description":"","faculty":""}],"credits":{"author":"","photographer":"","media":false},"display_author":true,"banner":{"image":false}}},"featured_image":"https:\/\/www.curtin.edu.au\/news\/wp-content\/uploads\/2025\/03\/The-Future-Of-Screen-Time-and-Child-Infant-Development-Curtin-1-1000x500.jpeg","author_meta":{"first_name":"Caitlin","last_name":"Crowley","display_name":"Caitlin Crowley"},"publishpress_future_action":{"enabled":false,"date":"2026-04-11 09:08:54","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/posts\/27700","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/users\/4477"}],"replies":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/comments?post=27700"}],"version-history":[{"count":0,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/posts\/27700\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/media\/27708"}],"wp:attachment":[{"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/media?parent=27700"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/categories?post=27700"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/tags?post=27700"},{"taxonomy":"research-areas","embeddable":true,"href":"https:\/\/www.curtin.edu.au\/news\/wp-json\/wp\/v2\/research-areas?post=27700"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}