Screen time is taking children away from socialising, playing, healthy sleeping, eating habits, and cognitive development, which is alarming.
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Introduction:
The swinging of the cradle for a newborn child till the age of toddlers was common; the singing of lullabies, the piggy-backing of the child by a mother, father, or any member of the family was common until the introduction of mobile phones. At the close of the 20th century and by the second quarter of the 21st century, the dependency on and usage of mobile phones has truly become ubiquitous. There was a time when the use of mobile phones depended on availability and pervasiveness. The understanding of ‘modern ubiquity’, counting the years from 2015 till present, is reported to be extremely all-consuming, with more than 90% ownership of mobile phones reported all over the country, leading to primary access to the internet for social media and entertainment. Now, the world is more connected than ever, and so has the quantity of time and energy spent on mobile phones grown vastly. However, when it comes to children, it is seen that toddlers and preschoolers seem to be very familiar with digital devices before they are even exposed to books, art, or even minerals. The rise in children’s use of technology or mobile phones has led to growing concerns about how it affects their brain, body, socio-emotional, cognitive, and physical development.
Expertise saying:
A growing number of researchers, experts, psychologists, counsellors, paediatric specialists, etc., are raising concerns about screen exposure in very young children. These concerns suggest that frequent screen time before the age of two, and even after, may interfere with critical stages of brain development. While mobile phones are a part of modern daily life, many experts suggest limiting screen time for children. During the early years, a baby’s brain is rapidly forming connections through talking, eye contact, and play, which support language, attention, emotional regulation, and physical exploration—strengthening neural pathways that shape learning and behaviour later in life.
Let us look into the theories on growth in relation to learning, especially cognitive development. Jean Piaget, a Swiss genetic psychologist who studied the structures of human thought and knowledge, developed the theory of cognitive development for children, called genetic epistemology, which deals with how knowledge is constructed in a person’s life. The active body is the ground of knowledge, and interaction with one’s environment is crucial for development. He held that the mind is active during the process of learning, interacting with new material. He divided mental development into four stages:
The sensory-motor period (0–2 years): The period where the child responds primarily through instinctive actions because their brain is still developing. Thinking is limited to immediate sensory experience and motor behaviour. Learning occurs through observation and imitation—through senses, words heard, objects touched, taste, and smell.
Pre-operational stage (2–6 years): A stage where children develop the use of words and symbols to express themselves, yet their thinking is fragmented and unsystematic. Imagination and fantasy play an important role (e.g., a stick as a horse, a stone as a car). Their thinking is figurative and literal. They are egocentric and see the world from their own point of view.
Concrete operational stage (7–12 years): A period where logical thinking begins. Brain cells mature, and thinking develops. Children are able to think more logically and perform mental operations, such as understanding time and sequence.
Formal operational stage (12 years and above): Children develop the ability to think abstractly, correlate ideas, and apply logic. Fantasy is gradually replaced by logical and practical thinking.
How is Phone the Nanny now?:
There is no doubt that we are in a generation raising digital-first children. It is evident that children are spending more time on screens than ever. Children have grown dependent on screens even for basic nurturing:
Coercive feeding: Feeding is now often ‘screen-time feeding’. Adults, in trying to convince a child to eat or manage a fussy eater, engage the child with colourful videos or games. While this may make feeding easier, it interferes with the child’s ability to recognise natural hunger or fullness cues. Sensory experiences like taste and smell are ignored due to distraction.
Screen dependency for sleep: Traditional methods like rocking, humming, or patting a child to sleep are less practised. Instead, children are made to watch screens before sleep. However, screens can suppress melatonin—the hormone that regulates sleep—leading to dependency.
Replacing tantrums with phones: Tantrums are a normal part of childhood, but today they are often managed by handing over phones. This prevents children from processing emotions naturally and can lead to restlessness, boredom, or anxiety when screens are removed, resulting in more intense emotional outbursts.
Screens over play: Many households now rely on phones to keep children indoors or occupied, reducing the need for supervision. This leads to decreased interest in books, art, toys, and outdoor play. Children may develop social withdrawal, choosing screens over interaction with parents, caregivers, or peers.
Phone today has become a nanny—always ready and available. It soothes, entertains, and occupies the child for hours, allowing adults to focus on other tasks. It controls tantrums and meltdowns like a caregiver would. But the concern is: how healthy is this substitution? How many parents and adults are aware of its hidden risks and consequences?
Conclusion:
Today, the phone has become a nanny. Many homes have their own reasons to justify its use; however, in raising digital-first children, parents, caregivers, and adults need to understand the risks of screen dependency disorders, including nomophobia—the fear of being without a phone. Screen time is taking children away from socialising, playing, healthy sleeping, eating habits, and cognitive development, which is alarming.
An important element of the human brain is its ‘plasticity’—its ability to change in response to experiences. Childhood is a critical period of high brain plasticity and forms the foundation for cognitive flexibility. The risks of screen dependency extend beyond cognitive development to overall growth. While technology has its benefits, it is essential to understand its impact.
Children need opportunities to explore through artwork, movement, role play, music, and speech, along with social interaction and problem-solving activities. These help develop critical thinking and adaptability. The need for limited and supervised screen time, reading habits, outdoor play, and structured activities must be reinforced to ensure healthy development.
So then, who is the nanny of your child?
Hekhuli Awomi
Counsellor, Pimla Baptist Mission School