A study conducted by the Center for Children and Families at Florida International University (FIU) in the United States revealed that parents experiencing stress tend to rely more on screens and electronic devices to keep their children occupied or to soothe them. Concurrently, these parents show a lower likelihood of imposing clear limits on the time spent using these technologies.
The research analyzed a group consisting of 822 caregivers of children aged four to eight years. Participants completed online questionnaires detailing their children's behavior, the level of parenting-related stress, and the tactics used to manage screen time.
The findings suggest that when children's behavior is perceived as more challenging, parents tend to grant more screen exposure time, which often results in less rigorous limit enforcement.
However, researchers emphasize that screen use should not be interpreted as a sign of parenting failure. Experts advise families to seek a proper balance, considering the child's age range, the type of content consumed, and the family routine.
Shayl Griffith, an assistant professor in the Department of Counseling, Recreation, and School Psychology at FIU and the study's lead author, warned that parents should not hesitate to seek help when necessary. The study's central recommendation is to focus on digital content and experiences that are relevant, engaging, and age-appropriate.
Griffith stated that when caregivers have the necessary resources, they can implement more consistent limits and interact with their children in ways that foster healthy development. Although concern over children's device use is growing, experts point out that effects vary depending on factors such as age, content, and mode of use.
In January, the American Academy of Pediatrics (AAP) released an analysis on the correlation between digital media use and the development of children and adolescents, aiming to aid in setting rules and monitoring screen-related behavior.
For younger children, high-quality educational content can offer benefits in terms of language and social skills, especially when a guardian accompanies the viewing and interacts with the child. On the other hand, the AAP points out that prolonged tablet use in young children is linked to issues such as tantrums.
Among school-aged children, from six to twelve years old, moderate use of educational digital media can also be beneficial. However, excess can be associated with lower academic performance, concentration difficulties, and cognitive impacts. There are also harmful contents, such as apps that encourage purchases, games with low educational value, or dangerous materials.
The concern extends to equipment provided by educational institutions themselves, if these allow access to video games, videos, and other platforms that may distract students.
Reevaluating Digital Habits with the Return to School
With the end of the holidays and the approach of returning to school, experts see the natural change in routine as an opportunity for families to reevaluate their digital habits. Tiffany Munzer, a pediatric professor at the University of Michigan Medical School, mentioned that school can alleviate pressure on families without childcare access during the holidays. The change in routine also serves as a starting point to review customs related to digital media.
The resumption of classes can increase the time dedicated to face-to-face interactions, which is crucial for social connection. However, this transition does not need to happen abruptly; Munzer suggests gradual implementations. If a child enjoys 'how-to' videos, an alternative could be replicating those activities in real life. Similarly, when screens are primarily used to calm the child, parents can look for substitutes, such as walks or reading.
Jason Nagata, an associate professor of pediatrics at the University of California, San Francisco, also considers the return to school an opportune moment to review screen use norms and routines. Instead of just restoring old rules, he advises taking into account the child's current developmental stage, their age, the school routine, and how devices are used in school tasks and communication.
The idea is that the family media use plan should be flexible. Guidelines can vary between the school term, holidays, and weekends, as well as between weekdays and weekends. The AAP recommends that families develop a Family Media Plan, adapted to the specific needs of each home. This agreement can define healthy, safe, and consistent limits, including lists of approved content and platforms, screen-free times, and criteria for selecting appropriate material.
Another suggestion from the AAP is to apply the so-called 5 C’s of Media Use: Child, Content, Calm, Crowding Out, and Communication. These five points help parents evaluate device use by considering the child, their emotions, the content consumed, and the effects technology has on the routine. Such strategies do not eliminate parental stress but help manage screen use without generating feelings of guilt.
Nagata advises parents to observe not only the amount of time their children spend in front of screens but also the bond they form with these devices. Warning signs include difficulty reducing screen time even when the child tries, excessive worry about social media or mobile phones, conflicts caused by device use, and using screens as an escape from problems. It is vital to monitor whether the use interferes with sleep, school, relationships, or other activities, allowing for early adjustments before problems worsen.
Thus, the FIU study highlights an aspect often neglected in the debate about screen time: rules do not depend solely on children's behavior but also on the circumstances faced by the caregivers.
