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A user on X, Camus (new_start2024) tweeted about something very concerning, the other day. He brought up a 2019/2020 study that relates to screen time use and children鈥檚 brain development.

He tweeted:

鈥淭his MRI study on young kids just exposed something terrifying:

鈥淭hey scanned the brains of 60 children aged 3鈥�5 鈥� including 5-year-old Rose 鈥� and found interactive screen time is causing measurable loss of white matter in their developing brains. Even just 2 hours a day is linked to impaired neural connectivity, language, and literacy development.

鈥淧rofessor Mike Nagel (neuroscientist and father) said his first reaction was simply: 鈥淲ow鈥� I was not anticipating seeing anything like that.鈥�

鈥淲e鈥檙e physically changing children鈥檚 brains before they even start school 鈥� and the damage is visible on scans.

鈥淭his one actually unsettled me. I鈥檝e always suspected too much screen time was bad, but seeing real white matter loss in toddlers hits different.

鈥淧arents of little ones 鈥� has this kind of research changed how much screen time you allow?鈥�

The tweet has over 10 million news now, and many conversations have started to take place because of it.
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What Did The Study Find?

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The researchers, John S. Hutton, MS, MD, as well as Jonathan Dudley, PhD, and Tzipi Horowitz Kraus, PhD, published their findings in JAMA Pediatrics after studying 47 children aged 3-5. The researchers used MRI scans as well as language and early reading assessments to compare brain structure and screen use measured through a ScreenQ survey that parents had to complete.

The study reports, 鈥渋ncreased use of screen based media in the context of the AAP guidelines was associated with lower microstructural integrity of brain white matter tracts that support language, executive functions, and emergent literacy skills, controlling for child age and household income.鈥�

So, white matter tracts act like communication lines in the brain and the scans show that there鈥檚 weaker organisation and myelination (a nerve fibre) in children with higher exposure to screens.

These same children also had lower scores in things like expressive vocabulary, phonological processing and their ability to read, based on some standardised assessments used in the study.

The numbers came from a controlled analysis where age and household income were accounted for which strengthens the pattern seen between screen use and both brain structure and behaviour.

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Is Screen Time The Cause Or A Sign Of A Deeper Issue?

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The researchers did not claim cause and effect, and they were careful about that distinction throughout the paper. The study speaks of associations, which leaves room for other influences that could possibly influence the outcome seen in the scans.

The paper says, 鈥渟creen use was also associated with lower scores on corresponding behavioral measures, controlling for age.鈥�

Daily routines may offer part of the answer, since screen time often replaces activities that build language and attention skills through direct interaction.

Separate from the study, Erin Morris Miller, Independent Consultant at Erin Morris Miller, LLC, who also has a PhD in educational psychology from the University of Virginia, says, 鈥淭he issue is not the screen time itself, it is the loss of human interaction.

鈥淚t is the solitude that is the negative factor. Babies learn language from person-to-person human interaction. There is more to communication than just sound. Babies learn about the meaning of language from the context of their environment. Spending time together talking while using technology, such as television and computer screens, is better than the child being placed in front of a screen alone.鈥�

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What Do Experts Think?

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More experts answer the question: Is the screen itself the issue, or is it what screen time is replacing?

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Our Experts:

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• Norrine Russell, Ph.D., Russell Coaching for Students
• Hannah Hagon, Unplugged Tot
• Rob Price, CEO, Youth Enrichment Brands
• Elizabeth Fraley, CEO And Founder, Kinder Ready
• Jordan Kuchta, Pediatric Speech Language Pathologist
• Emily Burgess, Director of Early Years, Family First Nurseries
• Lisa George, Founder/CEO, Talk Tribeca
• Dr Karl Sebire, University of Melbourne, PhD (educational psychology), Director, ADHD Australia
• Seymour Segnit, Founder & CEO, Magfast

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Norrine Russell, Ph.D., Russell Coaching for Students

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鈥淲hile the research on brain development and screen time is important, the bigger question isn鈥檛 just the screen itself 鈥� it鈥檚 what screen time is replacing. Young children develop language, emotional regulation, and social skills through back-and-forth human interaction, unstructured play, and even moments of boredom. When screens displace those experiences, we see the impact.

For older students, including those with ADHD, we see a similar pattern 鈥� difficulty with focus, impulse control, and delayed gratification can be amplified in highly stimulating digital environments. The issue isn鈥檛 that technology is inherently harmful, but that it often outcompetes the kinds of experiences the developing brain needs most.

That鈥檚 where platforms also have a role to play. Designing with attention, development, and healthy limits in mind 鈥� rather than maximising engagement 鈥� can make a meaningful difference, especially for younger users who don鈥檛 yet have the executive functioning skills to self-regulate their use.鈥�

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Hannah Hagon, Unplugged Tots

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鈥淥ur children are growing up with screens, technology and digital distraction impacting their futures. When used appropriately, technology can be the greatest enabler for change and progress, but when used to constantly entertain and detract from the wonders of conversation, nature and play, we have a problem. By filling the boredom void with constant entertainment, we鈥檙e not allowing our children to use their imagination, to encounter and solve problems, to collaborate, listen and communicate.

鈥淪creens themselves aren鈥檛 necessarily an issue 鈥� not all screen use is the same and when we can utilise the tool (ie screens) to facilitate learning about the world, learning how to solve logic problems, talking to family members we鈥檙e supplementing an enriching educational experience. What is giving cause for concern is the lack of 鈥榮afety by design鈥� in these applications. The persuasive design features like infinite scroll and autoplay are designed to keep the consumers consuming the content.

鈥淭his is having an impact on adolescents whose capacity to think critically and self regulate to stop consuming is limited due to their under-developed pre-frontal coretex (usually matures in mid 20鈥檚). Screen use of more than 1.5 hours per day for 2 year olds, as an example, are impacting childhood development by displacing the 鈥榩roximal processes;鈥� the daily activity of conversations, daily life, the face to face interactions that support conversation, language and social skills.

鈥淚 think screen time should be part of the blended play approach depending on the age, energy levels (of caregivers and child) and dynamics within the home. Educational content on screens is better for stretching the development and growth of the child but sometimes watching content together, snuggled up and talking about scenes seen on the TV can be just as educationally enriching. Being intentional with the screen-use we鈥檙e offering our children as part of a holistic home play and recreation suite can complement the skills that our children learn through screen-free play.

鈥淚t is worth noting here that in the research there are also a significant statistics around 鈥榯echnoference鈥�; adult use of screens around children and the impact that is having on children and childhood development. We MUST be mindful of the pressures modern parents face, isolation, mental health and well being, financial strain, work pressures. For some, an escape into another world is the respite they need to maintain the status quo to be the best version of themselves for their family.

鈥淲e must not judge parents living in these highly pressured times, the digital noise can be overwhelming and the applications and systems are designed to be addictive. What we need to do, collectively is support one another and provide guidance to all in this pixel heavy world and remind people that there is a world outside of the screen. Through screen free activities, Unplugged Tots teaches concepts such as critical thinking, problem solving, logical reasoning and crucial computational thinking skills essential for this tech led world. Children move, stick, craft, cook, paint, sing, dance and bake to learn these concepts.鈥�

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Rob Price, CEO, Youth Enrichment Brands

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鈥淚s the issue the screen itself, or what screen time replaces (human interaction, play, boredom)?

鈥淭he screen is the symptom. The deeper problem is displacement. The quiet, cumulative replacement of experiences that build character with experiences that merely consume attention. When a child spends two hours on a device, it鈥檚 not just two hours of passive content. It鈥檚 two hours that didn鈥檛 include a disagreement resolved face-to-face, a failure recovered from in front of other people, or the kind of overlapping social feedback that only comes from being in a room with other human beings.

鈥淭hat is developmental infrastructure that went unbuilt. The MRI data is alarming, but it鈥檚 confirming what we鈥檙e already seeing in our programs: children who lack sustained real-world peer experience are arriving with measurably less resilience, less social calibration, and less confidence.鈥�

鈥淲hat responsibility do platforms have in shaping healthy usage for young children?

鈥淧latforms have been allowed to treat children as users rather than as developing human beings, and that has to change. The burden of managing children鈥檚 digital exposure has fallen almost entirely on parents who were never resourced to compete with products engineered by teams of behavioral scientists to maximise engagement. We support age verification for social media access, with 16 as the minimum, and we believe platforms bear legal and ethical responsibility for the environments they create for children. Shifting that accountability from parents to platforms is the only approach that actually scales.鈥�
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Elizabeth Fraley, CEO And Founder, Kinder Ready

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鈥淪creen time is showing developmental declines in neural connectivity and learning development in early learners. Providing children with stimuli that match their potential and current strengths is developmentally meaningful. With that said, finding a realistic balance of live and screen time is essential.

鈥淯sually content that is developmentally meaningful spans across several multiple areas of development including language, cognition, and social readiness. Screen time can be engaging for a few minutes, but it needs to be limited to eliminate the potential for screen use to impact development. Research shows that daily screen time must be limited (well under 2 hours) to avoid developmental setbacks.

鈥淔amilies and online platforms need to evaluate what is best for children based on their age. There does not always need to be a measurable practicality to screen time but parents and caregivers should balance live interaction with screen time, knowing that live interaction is the most impactful and meaningful for a child鈥檚 development.

鈥淧arents and online platforms can evaluate digital content by ensuring that it is timed to avoid overuse that strains early learning development. Child-led or emergent curriculum often translates to live experiences or screen time where the child can dictate what is important to them, regardless, screen time needs to be limited to allow proper development.

鈥淐hildren respond better to organic open ended play and exploration than to rote screen activities. Screen experiences are not as organic which limits creativity and the likelihood for the highest most optimal learning and social experiences.
Children need tactile experiences, which a screen prohibits.

鈥淐hildren respond well to low stimulation screen time for small time increments. Low-stimulation screen time might engage a child but won鈥檛 provide as much meaningful academic learning as personalised one-on-one interactions.

鈥淢eaningful learning comes from autonomous learning, play, repetition, and imagination alike. Students need opportunities to learn through independence, and children learn so much through play, especially in early childhood. For literacy and math skills, repetition is a key ingredient for full learning which requires live human interaction rather than screen-based instruction.

鈥淯tilisation of Imagination during screen time, is limited. Children discover learning at a deeper level through non-technological experiences and spontaneous, organic human interactions. 鈥淭hese different learning modalities affect children differently based on their age, learning preferences, personality, and prior exposure to learning and familial experiences that a screen cannot replace. In fact, Children need boredom to spark their creativity and sharpen their thought process.

鈥淓ducation is education. But if the screen time won鈥檛 ignite the child鈥檚 senses and interests and it is not going to be the most productive experience for the child or family.

鈥淲hen children are given stimuli that matches their potential and current potential and strengths it can be seen as developmentally meaningful to their development. Usually content that is developmentally meaningful spans across several multiple areas of development including language, cognition, and social readiness. Screen time in moderation can provide fun, low stimulation, and can offer children choices between various themes and interest areas during screen time. There does not always need to be a measurable practicality to screen time but it cannot replace human interaction and must be limited daily to avoid developmental setbacks.鈥�

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Jordan Kuchta, Pediatric Speech Language Pathologist

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鈥淚 believe that both the presence of screens and the type of media being consumed play a significant role in a child鈥檚 overall development. Within my scope of speech-language pathology, language development and social skills can be particularly affected. While it is challenging to raise a child without any screen exposure in today鈥檚 society, I also frequently observe the extreme opposite: prolonged use of tablets and television throughout the day.

鈥淭here are certainly high-quality programs and content that I recommend to parents looking for a language enriching show (such as Sesame Street, Bluey, and Ms. Rachel). However, it is most beneficial when screen time is a shared experience between the child and caregiver. Watching together allows parents to actively support language development by engaging the child with questions and comments, such as, 鈥淲hat do you think will happen next?鈥� or 鈥淟ook at that interesting car!鈥�

鈥淐ontinuing these conversations after the program ends can further reinforce learning in addition to supporting early social skills. Screen use becomes less harmful when it shifts from a passive activity to an interactive one.

鈥淲ith the rapid advancement of technology comes increased accessibility. Today鈥檚 children are growing up immersed in digital environments and can easily navigate platforms like YouTube, Spotify, and other applications very easily. For this reason, I encourage parents and caregivers to be intentional and attentive to the content their children are exposed to, particularly with regard to suggested videos and advertisements.

鈥淚 also remind parents to reflect on their own relationship with technology. Many of us rely heavily on our smartphones and may find ourselves spending extended periods scrolling or engaging with social media. Recognising our own habits can provide valuable insight into how screen exposure might impact a young child鈥檚 developing brain.鈥�

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Emily Burgess, Director of Early Years, Family First Nurseries

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鈥淲hy healthy screen time matters for children:

鈥淪creens are a normal part of modern life, but young children still learn best through hands-on play, movement, and social interaction. Guidance suggests limiting screen time for under-fives to around 60 minutes per day, and focusing on short, meaningful sessions rather than long periods of passive viewing. When used thoughtfully, screens can support learning; however, they should sit alongside, not replace, real-world experiences.鈥�

鈥淲hat 鈥榪uality screen time鈥� actually looks like:

鈥淗igh-quality content is calm, simple, and designed specifically for early years. Educational apps, story-based programmes, and short videos that encourage thinking, answering questions or naming objects offer more developmental value than fast-paced or overstimulating content. The goal is always to support language, curiosity and connection.鈥�

鈥淭he importance of co-viewing, screens as a shared experience:

鈥淐hildren understand far more when an adult is nearby. Co-viewing, even quietly, helps them make sense of what they鈥檙e seeing. Talking about characters, pausing to explain something, or linking the story to real life all deepen learning. Children gain more language, more emotional understanding and more confidence when screens are used alongside an engaged adult.鈥�

鈥淎 few gentle principles that can make a meaningful difference:

• Short bursts work best: Use screens in short 10鈥�15-minute sessions, with breaks for play, movement, or fresh air.
• Choose calm, age-appropriate content: Favour programmes or apps designed for early, go for simple and slow-paced shows that are rich in language.
• Watch together whenever possible: Even brief co-viewing helps children ask questions, build vocabulary and understand emotions.
• Protect sleep and routines: Avoid screens in the hour before bedtime to help children wind down and settle more easily.
• Create screen-free zones: Keeping mealtimes, bedtimes and play spaces tech-free supports communication and calmer routines.
• Model the habits you want to see: Children copy adult behaviour. Putting your own phone aside during shared moments teaches healthy habits naturally.

鈥淯nderstanding when screens may need to be limited:

鈥淚f a child becomes irritable when a device is removed, loses interest in play, or shows signs of tiredness after long periods of viewing, these can be cues to reduce screen time. It doesn鈥檛 need to be a cause for worry; simply shifting to shorter sessions, calmer content, and more co-viewing can quickly restore balance.鈥�

鈥淲hen some children may need extra consideration:

鈥淔or children with speech delays, sensory sensitivities or specific health needs, screens can be both helpful and overwhelming. In these situations, short, structured sessions and co-viewing become even more important. Simple adjustments 鈥� such as choosing calmer, slower-paced content or reducing background noise and brightness 鈥� can make screen time feel much more manageable. Parents may find it useful to speak with nursery staff or relevant health professionals if they need tailored guidance, as even small changes can make a significant difference.鈥�

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Lisa George, Founder/CEO, Talk Tribeca

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鈥淭he screen itself isn鈥檛 the whole problem, it鈥檚 what it replaces. Early brain development happens through the kinds of things you see at a playground; kids going back and forth, talking, figuring things out, just playing. That鈥檚 how the brain wires for communication.

鈥淲hen screen time starts taking the place of that, it鈥檚 not just adding something in, it鈥檚 taking something away. That鈥檚 where we see differences show up in research, from neural connectivity to downstream language and early literacy.

鈥淧latforms can鈥檛 ignore their role in this. These products are built to hold attention and they鈥檙e doing that in young brains that don鈥檛 have the ability to regulate themselves. That matters. There鈥檚 a real opportunity, and honestly a responsibility, to design with child development in mind. Tech isn鈥檛 going anywhere. It just needs to be used more thoughtfully. Slower pacing, fewer rapid reward cycles, and more features that encourage co-viewing instead of just passive use.鈥�

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Dr Karl Sebire, University of Melbourne, PhD (educational psychology), Director, ADHD Australia

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鈥淭he more useful question is not 鈥楢re screens problematic?鈥� but 鈥榃hat is the screen displacing?鈥� For a young child, development depends heavily on conversation, imaginative play, movement, boredom, and responsive human interaction. If screens crowd those out, that is where concern becomes justified.

鈥淪creens may be part of the story, but opportunity cost is likely central. Childhood has finite hours. If more screen time means less sleep, less play, less reading, and fewer conversations, those lost experiences matter.鈥�

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Seymour Segnit, Founder And CEO, Magfast

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鈥淚s the issue the screen itself, or what screen time replaces?

鈥淚t鈥檚 not really about the screen time. What should worry you is the holistic system of loud videos, badges, sound effects, and relentless activity that substitutes for slower, necessary inputs such as talking, recreation, napping, and tactile problem-solving. Although MRI studies may reveal a correlation, NOT causation, it presages that prolonged screen use can DISPLACE activities that are critical to acquiring language and literacy skills.鈥�

鈥淧latforms play a role, but remember 鈥� they鈥檙e just ONE part of the broader ecosystem with parents, educators, and device manufacturers. It is necessary to be transparent about product design and how it is likely to be used by younger audience.. And of course, families can make informed decisions with clear controls, visibility into usage, and age-appropriate options. Ultimately, the goal should be to support intentional use and have prompts in place for controlled usage.鈥�