Screen Exposure in Early Childhood

In today’s world, we are all exposed to screens—from television, through computers, to mobile phones. Technology has brought many benefits, and it is fair to say we can no longer do without it. But when it comes to infants and young children, it is important to know that excessive screen viewing may affect them differently than adults.

Infants and young children learn about the world mainly through direct experience: they explore using all their senses, test what their bodies can do, and interact with adults and other children. During screen viewing, however, they are passive—they do not move, explore, play, or converse.

Studies show that excessive screen exposure in early childhood may increase the risk of difficulties in areas such as:

• Language and communication development.
• Emotional and behavioral regulation.
• Attention and concentration skills.
• Social development.
• Sleep quality.
• Eating habits.

In addition, time spent in front of screens means less time for play, movement, and interaction—activities that are essential for healthy development at these ages.

The question is not whether to use screens, since in today’s world it is nearly impossible to avoid them, but how to use them wisely and safely so that children can benefit from technology without it harming their development.

When Can Screen Exposure Begin

There is no evidence that, during screen viewing, infants and toddlers are able to learn language, and certainly not communication, play, or self-regulation skills. On the contrary, many studies show a higher risk of difficulties or delays in communication, language, speech, and regulatory development among children who are exposed early to screens. For this reason, pediatric organizations in Israel and around the world recommend no screen exposure before age two, including screens that are on in the background.

In general, from around age two it is possible to begin exposing children to different types of screens, but individual differences should always be considered. That is, only if the child is able to talk about what they saw on the screen and can sustain other varied activities (such as listening to a story or playing) for reasonable periods of time—can screen use be introduced alongside them.

Choosing Appropriate Screen Content for Early Childhood

The content children watch matters greatly: not everything labeled “educational” is actually beneficial.

High-quality content is:

• Slow-paced, with moderated sound and visual effects.
• In the child’s native language, or at least a language they are socially exposed to.
• Free from verbal and physical violence.
• Structured with a clear storyline, including a beginning, middle, and end (as opposed to, for example, YouTube videos focused on manipulating materials, opening gifts, crushing objects, eating, etc.).

So how can you tell if content is appropriate for children? If after viewing they are able to talk about what they saw—even briefly—it indicates they understood it and can therefore learn from the screen exposure.

In addition, if you watched a program you liked and your child also enjoyed it, it is recommended to rewatch it several times, allowing the child to learn something new with each exposure.

Recommendations for Healthy Screen Use in Early Childhood

• Screen exposure only when no better alternative exists: Screen use in public spaces or during times when there is an opportunity for play with peers or adults is unnecessary and replaces valuable interaction and learning. Screen time should be reserved for home and for moments when no shared family activity is available.
• Large screens are preferable to small screens: It is better to use a large screen (such as a television) rather than mobile devices (smartphones or tablets). Large screens allow better content supervision, make it easier to talk about what is being watched, and reduce continuous scrolling.
• Talk after viewing: Research shows that discussing screen content with children supports language development. It is recommended to watch together and talk about what is seen: help explain the content, discuss characters’ emotions, and connect the story to real-life experiences. Even if not watching together, you can still talk afterward—ask if something was funny, scary, or interesting, what they liked, and which characters they prefer.
• Screens are not for emotional regulation: It is important not to use screens to calm children. Children who are given screens every time they are angry or upset may struggle later to learn how to manage their emotions independently.

Is My Child Addicted? When to Seek Professional Support

It is important to understand that children are not “addicted” to screens. Rather, they become used to them and strongly drawn to them. Still, changing screen habits in early childhood is possible and may be less difficult than expected.

It is helpful to prepare in advance by planning a daily routine, organizing alternative activities, and especially anticipating how we will respond in situations where we previously used screens as a quick solution. Once the decision is made, screen time can be reduced all at once. If a gradual change is needed, that is also perfectly fine. The key is to choose changes that are realistic and to remain consistent.

If difficulties arise during the process, do not hesitate to seek professional support from a parenting coach or a child development specialist. Professional help can support building a more balanced daily routine, addressing challenges that emerge during the transition, or dealing with difficulties in setting boundaries.

The Impact of Screens on Vision in Early Childhood

Screens may have a negative effect on young children’s vision, especially with prolonged use or when viewed at very close distance. In early childhood, the visual system is still developing and therefore more sensitive. Extended close-up screen use may increase the risk of myopia (nearsightedness) and affect normal visual development.

To protect children’s eyesight, it is recommended to follow these guidelines:

• Maintain distance: Sit more than 12 inches from the screen.
• Take breaks: Every 20 minutes, look at something at least 20 feet away for 20 seconds.
• Limit viewing time: Avoid prolonged screen use (more than one hour).
• Encourage outdoor activity: Studies show that outdoor time and natural light support eye health and reduce the risk of myopia.
• Control screen brightness: Set brightness as appropriate for the environment, and in low light conditions use night mode with warmer tones and reduced blue light.

Cell Phone Radiation and Early Childhood Health

Due to young children’s increased sensitivity to environmental factors, and their long expected lifespan (with likely prolonged exposure to mobile devices), it is recommended to take extra caution regarding their use of cell phones.

It is advisable to ensure that when children view content on a phone, the device is kept as far from their body as possible—for example, placed on a table rather than held in their hands.

More information on cell phone radiation

Smart screen use is about balance. Screens can be a useful and enjoyable tool, but it is important to remember that they do not replace the activities young children need for healthy development: free play, movement, exploration, and interaction with others.

Until age two, it is best to avoid screens entirely. After that, it is important to limit screen time, choose high-quality content, and watch together.

Just as importantly, it is recommended to pay attention to our own screen habits as parents, since children learn primarily through role modeling.