Researchers from the University of Canterbury in New Zealand, collaborating with colleagues at the University of California, have identified a safe range for screen time in early childhood. The findings were published on the University of Canterbury’s platform, presenting a clear picture of how young children interact with digital devices and how those patterns relate to development. This work is drawn from the country’s most extensive longitudinal study, tracking thousands of children over several years and offering insights that families can apply in daily life. Note: The study emphasizes practical guidelines for screen exposure rather than a one-size-fits-all rule.
The study analyzed data from more than 6,000 children participating in Aotearoa Growing Up in New Zealand, a long-running national project. Researchers followed children at key ages for screen exposure—nine months, two years, four years, five years, and eight years—and examined how the amount of time spent in front of screens related to developmental milestones. The study measured both the hours of screen time and various aspects of child development, providing a nuanced view of how early digital habits might influence later skills.
Findings indicate that higher screen time in early childhood, from nine months through five years, corresponds with lower performance in language development and broader educational readiness. The team also observed associations with social outcomes, noting that children with more screen exposure tended to have fewer opportunities to engage in socially rich activities, such as interactive play with peers, museum visits, and other hands-on experiences. These associations point to the broader importance of real-world interactions during early development.
Authors of the research highlight a pivotal period for shaping lifelong habits. They stress that parents and caregivers can have a strong influence on how children learn to use screens. The practical takeaway is to aim for structured, limited, yet age-appropriate screen use in the early years. Recommendations commonly cited in the study include avoiding screen time for children under two, limiting daily screen time for ages two to five, and setting a reasonable cap for screen use among school-age children. These guidelines are presented as targets to help support language growth, social skills, and engagement with concrete experiences that support learning and curiosity.
In summary, the research underscores a careful approach to early screen exposure. It suggests that prioritizing direct human interaction, hands-on exploration, and meaningful in-person activities may foster stronger language development and broader educational readiness. Parents are encouraged to create routines that balance technology with activities that promote speech, listening, and social play, especially in the first five years of life. The researchers acknowledge that every family situation is unique, but the overall message remains consistent: mindful screen time in early childhood can support healthier habits and better developmental outcomes over time. Attributed findings: University of Canterbury, in collaboration with international partners, and using data from the Growing Up in New Zealand study.