Researchers are concerned parents’ phone and screen habits could make children feel like they’re competing for attention. Photo: Natanavo.
Parents are being urged to put down their phones and pack away their computers to spend more quality time with their kids, with new studies revealing that using screens in the presence of young children could have a significant impact on their development.
Researchers from the University of Wollongong (UOW) found the use of technology in front of children could disrupt important moments and interactions and lead to poorer cognition and social behaviour outcomes.
“The potential mechanisms involve reduced responsiveness, attention and sensitivity to their child’s needs,” lead researcher Marcelo Toledo-Vargas said. “This lack of engagement can limit opportunities for cognitive stimulation, movement and physical activity.
“Parents also model screen use, potentially normalising frequent screen use even during interactions.”
The research, which focused on the impacts on children from birth to five years old, found that even brief interruptions and distractions could have negative impacts, regardless of the device type.
“The studies included in our review covered all types of screen-based activities: scrolling, phone calls, texting, checking emails, social media use and watching videos,” Mr Toledo-Vargas said. “We also conducted a secondary analysis to explore differences between screen distractions (e.g. scrolling, watching videos) and interruptions (e.g. notifications, phone calls).
“We didn’t find any significant difference, suggesting that both types are similarly associated with the measured outcomes.”
Despite the unintentional consequences of this behaviour, the use of technology can often be unavoidable with devices an integral part of day-t0-day living, particularly with parents balancing varying commitments such as work.
But Mr Toledo-Vargas said the research was not about making parents feel guilty, but rather raising awareness about practical changes they could make to improve their child’s outcomes.
“Simple strategies can make a meaningful difference,” he said.
“For example, parents can create ‘screen-free’ moments during key interactions, such as mealtimes or playtime.
“Even simple steps, such as placing the phone out of reach or turning off notifications during these moments can help maintain quality interactions with children.”
For those moments when there are no other options, the way parents interact with children during screen time could make a difference.
“While nothing replaces cognitive activities, outdoor time or physically active play, ‘co-viewing’ or ‘co-using’ screens with your child can be an alternative,” Mr Toledo-Vargas said.
“When parents ask questions about what they are watching, encourage conversations, and make it interactive, screen time shifts from passive to a more cognitively stimulating activity.”
While there is an increasing awareness about how a child’s screen time can impact their cognition, Mr Toledo-Vargas said that more needs to be done to educate parents about their own behaviours.
“Providing accessible information and practical strategies to manage screen time could make a significant difference, especially when their child is around,” he said.
“Although some articles and news have covered this topic, many parents still don’t realise the potential consequences.”
Mr Toledo-Vargas said more research was still required on a global scale.
“We need more long-term studies to understand how this phenomenon during early childhood impacts development and health as children grow.”
