Introduction
From Bluey to Numberblocks to Ms Rachel, kids today have endless shows to enjoy — and let’s be honest, many parents have leaned on them for a breather. Screens can be fun, accessible, and even educational, but how do they really affect a child’s language development?
What exactly is screen time?
Based on the literature, ‘screen time’ is defined as the amount of time spent on a screen, including smartphones, tablets, laptops and computers, video games, and television. In this blog post, we will discuss screen time pertaining to the viewing of television programmes and video content.
Active vs Passive Screen Time
Did you also know that there are two categories of screen time? Screen time can be classified into active and passive screen time, in which active screen time refers to the screen time that gives the child the opportunity to engage cognitively and/or physically with the digital content, while passive screen time refers to screen-based activities that are inactive and allow children to receive information without much engagement. Being able to distinguish between active and passive screen time can help us to identify and better understand the effects of screen time, such as whether they are positive or negative.
Benefits of Screen Time
Screen time can be both beneficial and detrimental for young children, depending largely on the quality of the content and how it is used. When children are exposed to shows that are thoughtfully designed, they are more likely to absorb and learn from what they see. Educational content, in particular, can support vocabulary growth, early literacy, and problem-solving skills.
Beyond language and cognition, carefully chosen shows can also foster important socio-emotional skills, such as recognising emotions in others, understanding different perspectives, and building empathy. Interactive programmes that invite children to sing along, answer questions, or act out actions take this a step further by encouraging active participation rather than passive watching. In these moments, screen time becomes more than just entertainment — it becomes an opportunity for meaningful learning and development.
Detriments of Screen Time
Despite the benefits, if unsupervised, screen time can cause unwanted harm to young children. Screen time can be either supervised by an adult (adult-directed) or achieved independently by the child (child-directed). Adults generally carry the responsibility of ensuring that their children are exposed to age-appropriate content and receiving the appropriate cognitive and linguistic input through their screen time.
According to research, watching two or more hours of unsupervised TV a day resulted in a 6.25 times higher likelihood of producing lower communication scores than watching the same duration of supervised, adult-directed TV. As such, supervised viewing is highly essential in ensuring beneficial outcomes for children.
Additionally, extended exposure to screens at an early age (0-2 years) can negatively impact the language development and communicative abilities of children, affecting aspects such as their comprehension and vocabulary. In fact, children below the age of two should not be watching television, as their brains are still developing and are unable to fully process what they watch.
The Role of Parents and Caregivers
Selecting The Right Programmes
Not all shows are created equal when it comes to supporting language development. The style and pacing of a programme can make a big difference. Videos that move too quickly, with lots of flashing images, constant scene changes, and very little spoken language, can actually overwhelm young children and slow down their language growth. On the other hand, shows that are slower-paced and include plenty of clear speech and closeups of characters’ faces tend to be much more helpful. For example, research has found that programmes like Blue’s Clues and Dora the Explorer can boost children’s vocabulary, while shows such as Teletubbies, which rely heavily on repetitive sounds and fast-moving visuals, may negatively affect expressive language skills.
Slower-paced editing in TV programmes or videos are proven to be more effective in retaining a child’s attention span, while fast-paced editing which is designed to “hook” children has been said to have the inverse effect, often causing overstimulation of the brain and affecting the child’s ability to self-regulate. As such, problems with attention spans, heightened irritability and impulsive behaviours might emerge as their brains struggle to adjust to less stimulating environments. Slow-paced programmes are less likely to cause such problems since they are designed to gently provide entertainment for children, helping children feel safe and calm.
Some examples of fast-paced editing to avoid include:
- Loud noises
- Rapid scene changes
- Flashing effects
- Plots that change quickly
Other recommended programmes include educational and interactive shows. After the age of 2, watching educational TV programmes can help boost executive functioning, academic skills, and prepare a child for school. Interactive programmes, which include elements such as asking questions and waiting for answers, are examples of shows that promote active engagement rather than passive viewing.
Co-viewing
With the prevalence of digital media in the world today, it is crucial that parents develop strategies to manage their children’s screen time, ensuring they have a safe and productive experience. One effective way to maximise the benefits of media for young children is through co-viewing, which refers to parents and children engaging with media together. While screen time can support learning, its impact is limited compared to the gains achieved through social interaction. When an adult, such as a parent, caregiver, or sibling, actively participates by asking questions and interacting with the child during media use, it creates opportunities to enhance vocabulary, vocalisations, and comprehension.
Co-viewing that combines digital content with meaningful social interaction provides rich opportunities for language development. Caregivers play a crucial role by offering cognitive stimulation through dialogue and engagement, which fosters language growth. Importantly, this benefit arises from active interaction; passive or non-interactive co-viewing does not significantly support children’s language development.
Conclusion
In summary:
- Choose wisely: Pick slower-paced, age-appropriate, and educational shows.
- Limit time: No screen time under 18 months, and about 1 hour daily for ages 2–5.
- Co-view: Watch together, so you can ask questions, sing along, and chat about what you see.
- Look for interaction: Shows that invite kids to answer, move, or sing help boost learning.
- Balance with play: Screens should only be a small part of learning. Free play, reading, and conversations are most essential to developing children.
At the end of the day, screen time doesn’t have to be the “bad guy” in your child’s language journey, it’s all about balance and intention. High-quality, age-appropriate shows can open doors to new words, ideas, and social skills, especially when they’re slower-paced and thoughtfully designed. However, when screen time is unsupervised, excessive, or filled with fast, flashy content, it can do more harm than good.
Parents and caregivers play the most important role here. By choosing the right programmes, keeping screen time minimal and within healthy limits, and turning viewing into an interactive experience through co-viewing, screens can shift from a passive distraction into a meaningful tool for learning and connection.
In other words, it’s not just how much your child watches — it’s what they watch and how you watch with them that makes all the difference.
References
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Karani, N. F., Sher, J., & Mophosho, M. (2022). The influence of screen time on children’s language development: A scoping review. South African Journal of Communication Disorders, 69(1), 825. https://journals.co.za/doi/pdf/10.4102/sajcd.v69i1.825
Ling, W. K. (n.d.). The Effect of Screen Viewing on Children’s Language Development. Retrieved from https://www.sgpsychstuff.com/the-effect-of-screen-viewing-on-childrens-language-development/
Massaroni, V., Delle Donne, V., Marra, C., Arcangeli, V., & Chieffo, D. P. R. (2023). The relationship between language and technology: How screen time affects language development in early life—a systematic review. Brain Sciences, 14(1), 27. https://www.mdpi.com/2076-3425/14/1/27
Ponti, M., Bélanger, S., Grimes, R., Heard, J. (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 22(8), 461–468. https://doi.org/10.1093/pch/pxx123
Rhodes, C. (2025, April 10). Children’s Shows Today: Their Impact on Child Development and Behavior. https://sites.uab.edu/humanrights/2025/04/10/childrens-shows-today-their-impact-on-child-development-and-behavior/
Woods, T. (2024, May 31). The Best TV Shows for Your Kids, According to Research. https://www.psychologytoday.com/sg/blog/parenting-translator/202405/what-the-research-says-about-the-best-tv-shows-for-your-kid
Woods, T. (2025, March 21). 7 Reasons Why “Bluey” Is a Masterclass in Parenting. https://www.psychologytoday.com/us/blog/positively-media/202503/7-reasons-why-bluey-is-a-masterclass-in-parenting
