The rapid rise in screen time among toddlers and young children in the UK is raising serious concerns about its impact on their development and school readiness. According to recent studies, 98% of two-year-olds watch screens on a typical day, averaging over two hours of usage. This trend has accelerated during the COVID-19 pandemic, as parents have increasingly relied on screens to occupy and entertain their children.
The consequences of this excessive screen exposure are becoming increasingly clear. Many reception-age children are struggling with basic skills like sitting still, holding a pencil, and speaking in full sentences. Teachers report that children often mimic the devices they are familiar with, cutting out cardboard to make their own “phones” and “tablets” during creative activities.
“We notice a lot of children will cut pieces of cardboard out and make a mobile phone or tablet, or an Xbox controller. That’s what they know,” says Lucy Fox, assistant headteacher at Stoke Primary School in Coventry.
The lack of real-world, hands-on play is also affecting children’s problem-solving and fine motor skills. Teachers describe students becoming frustrated when activities aren’t instantly gratifying like the games on a screen. “I find their hand-eye coordination isn’t very good, and they find puzzles difficult,” one reception teacher in Hampshire explains.
Beyond the developmental impacts, there are also concerns about the social and behavioural effects of excessive screen time. Teachers report that children struggle to engage in teamwork and sharing, having become accustomed to the individualistic nature of digital play.
“We’re losing a big part of being human, and if these young children don’t get all those skills, they’re not going to pick them up later on,” the teacher adds.
The government has acknowledged the urgency of the issue, announcing plans to release new guidance on screen use for under-fives in April. This comes after a report found children who spent the most time on screens had more limited vocabularies and were twice as likely to exhibit emotional and behavioural difficulties.
Experts stress that this is not about blaming parents, many of whom have had little choice but to rely on screens during the challenges of the pandemic. Instead, the focus should be on providing clear, practical advice and additional support for families, particularly those experiencing economic disadvantages.
As Lucy Fox’s experience at Stoke Primary has shown, limiting screen use in the classroom can have a transformative effect. By creating a “roundhouse” learning environment without wifi or devices, the school saw a significant improvement in children’s language, communication, and overall school readiness.
The early years are crucial for a child’s development, laying the foundation for their future mental, physical, and social wellbeing. Addressing the growing screen time epidemic among the UK’s youngest learners will require a multi-faceted approach of guidance, resources, and a renewed emphasis on hands-on, interactive learning.
