Too much screen time during an infant’s first year can cause developmental delays

Screens have become ubiquitous in our lives, but at what age is it okay to use them? A recent study recommends limiting screen time during the first year of life. The research study of 7,000 infants and their mothers found that excessive screen exposure can negatively affect communication and problem-solving skills as the child matures.

Increased screen exposure correlates with more pronounced outcomes. Consequently, exceeding four hours of daily screen time has been linked to developmental delays in communication and problem-solving among children between the ages of two and four. However, the recent study by researchers from the University of Sendai (Japan) and published in the JAMA scientific journal refrains from directly attributing these delays to screen usage. Moreover, the study found that these effects tended to dissipate as children reach the age of four.

These findings confirm earlier research that links the amount of time young children spend in front of screens with their subsequent development. In 2019, the World Health Organization (WHO) recommended that children under one year of age should avoid television, video games, cellphones and tablets altogether. For children ages two to five, screen time should be limited to no more than one hour per day.

The scientific evidence is clear, but implementing these recommendations can be challenging. Many parents rely on screens to keep young children occupied while juggling their responsibilities. Screens are easily accessible and affordable, and they capture a child’s attention like nothing else. This makes it difficult to completely eliminate screen time when raising a child. According to a meta-analysis of 95 studies, only one in four children under the age of two meet the WHO standards.

“Screens often are used by busy families as babysitters, but many are unaware of the negative consequences,” said Diana Oliver, a journalist who writes about motherhood and raising children. “It’s a way of alleviating the disruption and inconvenience of a young child.” But at the same time, it shirks individual responsibility and raises a bigger issue. “We should ask ourselves if our lives are conducive to having children,” said Oliver.

The Sendai University study also examined the group’s socioeconomic conditions and concluded that they play a crucial role. “Mothers of children with high levels of screen time were characterized as being younger, having never given birth, and having a lower household income, lower maternal education level, and having postpartum depression.” It seems growing up in front of a television or smartphone is ultimately a matter of socioeconomic status.

Two decades of living with screens

Just 20 years ago, screens in an average home were limited to televisions and desktop computers. However, with the explosion of smartphones, tablets and consoles, screens have become almost ubiquitous. Neuroscientists have recently started examining the effects of screens on babies’ brains to address concerns and provide evidence-based insights. Differentiating between various screen activities can be challenging. Watching educational videos, video calls with relatives, and viewing viral clips on TikTok have different effects. However, many studies fail to distinguish between the content.

The current study did not evaluate the content babies consume, but did highlight previous findings that suggest certain videos can be beneficial. “A meta-analysis showed that greater screen use was associated with decreased language skills, whereas screen time spent on educational programs was associated with increased language skills,” said the study.

Screens have only been around for a short time, and neuroscientists still lack a complete understanding of their effects on people. However, there is no doubt that physical experiences and human interaction play a crucial role in enhancing a child’s social and cognitive skills. While screens may offer convenience, they cannot replicate the same effects. Patricia Kuhl is one of the world’s leading brain scientists and runs experiments with more than 4,000 babies each year. “What we’ve discovered is that little babies, under a year old, do not learn from a machine,” she says, pointing to several brain scans on a computer. “Even if you show them captivating videos, the difference in learning is extraordinary. You get genius learning from a live human being, and you get zero learning from a machine.”

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