Screens in childhood: finding a balance between virtual and real-life experiences

Today, screens are everywhere – phones, tablets and TVs are a normal part of everyday life. It’s only natural that, sooner or later, children will begin using them too. Parents often wonder: how much screen time is appropriate? Can screens be beneficial, or should they be avoided altogether? As in many areas of life, the answer lies in balance. Screens are not inherently bad – what matters most is how much time a child spends using them and what they do during that time.

For preschool-aged children, everyday real-life experiences are especially important. Playing outdoors, engaging in creative activities, interacting with peers and exploring their surroundings help children discover the world through all their senses. These experiences encourage movement, communication, creativity and learning how to be with others.

What may seem like a simple activity – spotting an ant, building a tower of blocks, or playing a game with a friend – is in fact deeply meaningful for a child’s development. Through such experiences, children not only explore the world around them, but also begin to understand themselves: by interacting, negotiating, experimenting, making mistakes and trying again.

It is through these experiences that social skills develop, imagination and language grow, and a child’s emotional world expands. That is why experts often emphasise that children’s screen time should be limited – it should not replace real play, movement or social interaction.

In today’s world, it is difficult to avoid screens entirely. Rather than trying to eliminate them, it is more helpful to use them thoughtfully. When used in moderation, screens can sometimes support learning and exploration.

The key is to ensure that screens do not take up most of a child’s day. If children have plenty of opportunities to move, play and socialise, moderate screen use is unlikely to cause significant issues.

If children do use screens, choosing high-quality content is essential. Educational programmes, creative games and meaningful animated films can foster curiosity, stimulate imagination and support a love of learning.

Well-chosen content can help expand vocabulary and develop thinking skills. However, problems are more likely to arise when content is too intense, not age-appropriate, or when children spend too much time in front of screens.

Screens become much more meaningful when an adult is present. Parents or teachers can explain what is being shown, ask questions and encourage children to share their thoughts.

Watching together not only helps children understand what they are seeing, but also creates opportunities for connection. Sometimes a few simple questions – “What do you see here?” or “What do you think will happen next?” – are enough to encourage children to think and engage more actively with the content.

Clear boundaries are essential when it comes to technology use. It helps when families agree on when, for how long and for what purpose screens can be used.

Simple tools such as an hourglass, alarm or timer can support this. When children can see how much time is left, it becomes easier for them to understand and accept limits. Setting boundaries around screen time also reduces the risk of concentration difficulties, sleep problems and reduced physical activity.

Technology is now an integral part of our lives, so it is important to learn to use it mindfully. In childhood, screens can be part of daily life, but they should not replace real-world experiences.

When a child’s day includes plenty of time for play, movement, creativity and social interaction, screens remain just one of many activities. This balance supports children in growing up curious, active and confident – ready to explore the world around them.