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Screen time in the early years of life is not just about the time spent in front of devices; in reality, these devices end up replacing interactions, play, and experiences crucial for child development. A systematic review, conducted by researchers from England and published in June, suggests that children in this age group should have no contact with such technologies.

This analysis gathered various studies on the effects of early exposure to electronics. The results indicate that constant and habitual use during the first thousand days of life (equivalent to the first two years) is linked to delays in speech, motor and cognitive development, as well as poorer school performance, sleep disorders, obesity, visual problems, and social difficulties.

Additionally, problems in neurodevelopment were observed, including an increase in signs similar to those of autism spectrum disorders. This occurs because passive consumption reduces interaction with caregivers and peers, an essential factor for social development. Added to this are increased obesity, sleep, and vision problems.

Specialist perspective on the phenomenon

Psychiatrist Thiago Pedrosa, a specialist in childhood and adolescence at the Einstein Space for Well-being and Mental Health, of Einstein Israelite Hospital, highlights the relevance of the review because it addresses the topic more comprehensively. He questions whether the focus should be only on exposure time or what the screen is replacing, classifying the issue as a cultural phenomenon, not an isolated behavior.

The data presented is worrying: more than half of children have access to screens around 12 months, and over a third at 6 months. Practically all 2-year-old children already have daily contact, exceeding recommended limits, with 9.5% spending up to four hours daily on devices and 20% without parental supervision.

In Brazil, the Brazilian Society of Pediatrics advises avoiding this exposure in the initial phase. Pedrosa explains that this period is vital and accelerated, marking the transition from a baby who does not speak or walk to a two-year-old child who already performs these actions. It is at this stage that bonds, attachment style, emotional regulation capacity, and motor development are consolidated.

Screens, besides providing excessive stimuli, decrease physical interaction and the children's exposure to the facial expressions, gestures, and speech of caregivers. According to Pedrosa, babies learn by repeating experiences and observing their parents' faces and imitating gestures. To develop emotional regulation, for example, language and attention are necessary, elements that devices do not provide, depriving children of fundamental experiences for their development.

Parents' and caregivers' habits directly influence this exposure. Many resort to tablets, TVs, and cell phones because they are overwhelmed or stressed by daily demands, using them to fulfill support or surveillance functions. However, science has not yet determined if the damage caused is irreversible, although the findings suggest future risks.

The study also did not establish a safe limit, as the authors analyzed a pattern of frequent, prolonged, and routine use, not sporadic incidents. Thiago Pedrosa points out the difficulty in differentiating a child watching TV with family, where they are not the main focus, from using a device whenever they cry or during car trips, or the distinction between a video call and YouTube.

Possibilities for mitigating harm

Although we live in a society saturated with screens, it is essential to keep direct exposure controlled, intentionally and regulated. The Einstein doctor emphasizes that the central message of the study is to understand the function of the screen and what it is replacing, reinforcing that it should not be used to entertain, feed, or aid in the child's emotional regulation.

In practice, reducing screen time requires a personalized strategy that goes beyond simple prohibition. Pedrosa warns that generic guidelines are insufficient; it is necessary first to understand the purpose of screen use: whether it is for learning, when it appears in the routine, and what it replaces or assists.

It is not necessary to fill free time with structured activities. For the doctor, child development occurs naturally through daily experiences and environmental exploration. He suggests that the baby does not need constant entertainment, as they learn a lot by observing their surroundings.

Good practices include placing the child in a chair while parents cook, providing safe utensils for them to play with, creating a safe environment for crawling and exploring, offering toys with varied textures, showing the landscape through the window, playing music, and keeping books accessible for flipping through and observing people around them.

Changing habits also falls on adults. Parents need to reflect on their own screen use and the example they set for their children. Thiago Pedrosa advises them to ask themselves if they can eat meals without a cell phone, if they dedicate exclusive time to playing with their children, or if they interrupt interactions to answer messages.

Finally, the psychiatrist reminds that boredom is part of child development, as these moments allow the child to develop creativity, create games, learn to manage frustrations, explore their body, and develop self-regulation.

Starting from the new academic year, eleventh-grade graduates with disabilities will have the opportunity to enroll in specialized technical colleges. These institutions will allow them to master relevant professions, which will serve as a foundation for starting independent professional activity.

The educational institutions offering these opportunities are located in the cities of Samarkand, Fergana, and Tashkent. 660 places are allocated for applicants across 37 different fields. Among the offered specialties are IT, design, culinary arts, jewelry and sewing, hairdressing, electric vehicle maintenance, and media work.

Training in these technical colleges will be conducted in full-time mode. The document submission process began on August 10 and will end on September 10. Applications can be submitted remotely through the educational platform my.edu.uz.

To enroll, young people with disabilities must provide a corresponding conclusion confirmed by a medico-social expert commission. More detailed information about available professions and admission requirements is posted on the website kasbedu.uz.

Furthermore, it is planned that starting from the 2027/2028 academic year, applicants with disabilities will be granted an advantage in the form of extra time when taking entrance exams for higher education institutions. This extra time will be half of the standard exam duration.

The AA Visiting School Samarkand, titled 'Imagined Skies,' will be held at the Ulugbek Observatory. This facility, designed for celestial observation, will serve as a starting point for participants to delve into broader themes such as astronomy, heritage, and climate change.

The school's program explores the connection between climate change and heritage through a visual perspective. With support from the Uzbekistan Foundation for Art and Culture Development, this ten-day workshop will investigate, using the various layers of the Ulugbek Observatory, how humanity perceives the world and how it chooses to represent it.

Participants will be encouraged to collaborate with archival materials, research, artistic practices, and the rich history of the region. The objective is to develop projects that reflect sensitivity both to the sense of vision and to the specific history of the location.

Ancient celestial maps tell stories of both visible constellations and terrestrial perceptions. The program based in Samarkand addresses how we interpret the world and how we choose to portray it.

As part of the Climate Cartographies initiative, the Samarkand school agenda analyzes the intersection between climate change and heritage, also considering innovative methods of representing these subjects through photography and visual perception.

The Ulugbek Observatory not only serves as a starting point for studies on spatial observation but also for analyzing its architectural manifestations and the most recent efforts in architectural preservation.

Registration is open to architecture and design students, PhD candidates, post-doctoral researchers, and young professionals. The event is scheduled to take place from September 4 to September 14, 2026, at the site itself. The deadline for registration is August 16, and the event is free of charge.