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Rethinking Screen Time for Children’s Learning

In today’s always-connected world, “screen time” means much more than just time spent in front of a device. In this Q&A, Dr. Tiffany Munzer, a developmental behavioral pediatrician and top researcher on children’s digital media use, joins Natasha Munasinghe, Director of Digital Products at Reading Is Fundamental (RIF) to discuss how digital experiences shape children’s learning and development.  

This conversation explores what high-quality digital content looks like, how families can support language growth through shared media use, and the risks when technology isn’t designed for children. Readers will get practical tips and learn how to build healthier, more meaningful interactions with digital media. 

  1. Natasha: Your research effectively redefines “screen time” for us. Can you tell us a bit more about this? How should families and educators be thinking about screen time today? 

Tiffany: It wasn’t too long ago that we thought of screen time as the TV that had some channels we could flip through, that we could turn on and off. Now, we are really immersed in lots of forms of technology. Digital media is now everywhere- it’s all around us and all about us. Phones, tablets, TVs, apps, games and interactive assistants are woven into everyday life. No longer can we think of screen time as just the amount of time we’re using it.  

Given the varied ways we can engage with and access technology, considerations such as the content of what we’re viewing, how we’re using it, what it might be interfering with, how we are talking about it, and who we’re using it with are also really important. The American Academy of Pediatrics Center of Excellence on Social Media and Youth Mental Health has a lovely framework called the 5 c’s to help navigate digital media HERE.  

  1. Natasha: Your report finds that digital media can support language growth, while excessive quantity tends to hinder it. For families and caregivers using digital reading tools with young children, what should they look for? What are the red flags that a product marketed as “educational” may not be? 

Tiffany: Unfortunately, many apps in the app store that are labelled as educational may not actually be designed for the ways children learn best. High-quality design that centers children often includes children and families early on in the process to ensure they are understanding the content.  

Often nonprofits such as PBS Kids and Sesame Street design with children in mind. Content that encourages critical thinking and prosocial themes, where kids can transition and have a sense of agency and control over their engagement, and a more relaxed pacing of content are signs of high quality content. Families might also look out for commercialized and violent content to avoid. 

  1. Natasha: That focus on child-centered design really resonates. At RIF, we’ve been thinking about this in our work with Skybrary, our digital reading platform. We recently updated it to prioritize a safe, child-first experience. Your research shows that children gain the most from digital reading when a caregiver joins in. This can include co-viewing, discussing the story, and sharing the experience. Caregivers and families are also balancing their own stress and trying hard to disengage from their own devices. How do families balance that tension? And what are some practical tips that help build a co-viewing experience? 

Tiffany: Families are doing so much as it is. For busy families who do not have time to view an entire episode or show with children, trying to watch for a few minutes or even reading a short description about the show or app, and asking about that content can help spark a conversation. 

Watching on a larger screen where parents might be able to take a quick peek can also help families stay in the loop and comment on what children might be watching. When children may be exploring websites or apps, taking a look together at what ads pop up online and talking about commercial intent can encourage digital literacy.  

  1. Natasha: Children in families with socioeconomic barriers often have more screen time. They may have less access to high-quality content. They may have fewer chances for reading aloud and play. For groups like Reading Is Fundamental that work to close this gap, what does research suggest works best? Where do interventions make the biggest difference? 

Tiffany: What a great question. There are still many unanswered questions about interventional work and what might be most impactful. Research questions might include how effective replacement behaviors might be in reducing digital media time, teaching families how to find quality content, and promoting parent-child interactions over reading. We have a lot of work to do around this area! 

  1. Natasha: If you could change one thing about how designers create digital content for children, what would you change? 

Tiffany: Safety and privacy features should be the default setting, including turning off autoplay, not using targeted advertising on minors, preventing harmful content from being displayed to minors, minimizing designs that prolong engagement, and turning off the chat feature. Safety features should reduce unwanted interpersonal contact and child exploitation. Digital media companies should not be collecting privacy information from children using 1-to-1 laptops. 

  1. Natasha: This week, a California jury found Meta and YouTube liable for negligence in their platform design. Your report describes key design features like autoplay, algorithmic feeds, variable rewards, and infinite scrolling. These features keep users engaged longer, often replacing activities like reading and play. What was your biggest takeaway from this ruling? What does this moment mean for protecting children’s development in digital spaces? 

Tiffany: We still have a long way to go in designing for children in mind. Larger systemic changes, such as investments in high-quality design and regulations that promote safety for children are really important (eg, with age assurance, and algorithms that do not display harmful content for children and teens). 

In addition, investments toward in-person experiences (extracurriculars, safe third spaces to gather) can help promote the key important building blocks of development for children and teens. When we keep children’s wellbeing as the north star in digital design, we can make the digital ecosystem a safer, more educational place for children and teens to explore. 

AUTHOR BIO 

Dr. Tiffany Munzer is a Developmental Behavioral Pediatrician and digital media researcher at University of Michigan. Dr. Munzer's research program is driven by the questions that families often present with related to digital media, parenting, and young children's development.