Screens and children

Smartphone, tablet, TV, computer, game console: screens are a part of the everyday life of most families, and in general, children enjoy them very much. However, screens should be used sparingly to reduce associated risks.

You may also want to read:

• Managing screen use: Advice for parents
• Screen use: Striking the right balance (in French)
• Children and video games

What are the recommendations for children’s screen time?

In North America and Europe, several public health departments and professional health associations have made recommendations regarding children’s exposure to screens. The following recommendations are issued by the Government of Quebec and the Canadian Paediatric Society (CPS).

Before 2 years old

Toddlers under the age of 2 should not be exposed to television or any other screen. However, they can participate in video calls, for example with their extended family.

From 2 to 5 years old

Children of this age should not spend more than 1 hour per day in front of a screen, all devices combined.

Over 5 years old

Children aged 6 to 12 should spend no more than 2 hours per day on screens for leisure activities (other than schoolwork), according to the recommendations put forward by the Government of Québec.

For its part, the Canadian Paediatric Society does not suggest a maximum amount of screen time for children over 5. Instead, the CPS focuses on healthy screen use that does not interfere with children’s school activities, physical activity, sleep, and social activities, since these activities should be prioritized.

What are the effects of screens on children’s development?

To ensure proper development, a toddler needs to be in contact with others and do all kinds of activities (e.g., puzzles, modelling clay, crafts, tumbling, throwing a ball, looking at books). A child’s interactions with their environment and social circle are their best source of stimulation. Now, the more time a child spends in front of a screen during a day, the less time they have left to play and talk with others. Thus, screens should not take up too much time in their day.

In the same way, heavy use of screens often reduces the time dedicated to physical activities and free play. Several studies have also established a link between the sedentary lifestyle resulting from the use of screens and excess weight in children. In addition, lack of physical activity coupled with a sedentary lifestyle can also hinder the development of motor skills essential to the child’s overall development (e.g., walking, running, throwing, jumping, crawling, etc.).

In children, very high exposure to screens from a young age is associated with the following:

• Underdeveloped motor skills when entering school because they did not run, jump, throw, draw, or cut enough.
• Poor social skills due to lack of interaction.
• Lower cognitive abilities, particularly regarding short-term memory, language development, and learning reading and mathematics.
• Poor control of emotions and behaviour (aggressiveness, difficulty calming down, and passivity).
• Attention deficit.
• Sleep problems.
• Poor self-esteem.
• Health issues (excess weight, obesity, fatigue, headaches, myopia, poor posture, poor diet, hypertension, type 2 diabetes, chronic cardiovascular problems in the long term, etc.).

Is playing on a computer or tablet necessary for development?

Some parents believe that they have to let their toddler play on a computer or tablet to ensure they do not have to catch up with others at school, but this could not be further from truth. Indeed, use of digital technologies in infancy does not enhance the child’s development and does not give them an edge in school later. As a matter of fact, children learn very quickly to use technologies. Reading stories to a toddler, for example, better prepares them for school than teaching them how to use a tablet.

Is using screens to calm a child a good idea?

Parents may be tempted to offer a screen to their child to try to calm them down when they are overexcited. The danger with this strategy is that the toddler might be overstimulated by the content (special effects, excessively loud sound, flashing images, etc.).

In addition, if screens are used too often to calm a child, they do not learn self-control or to manage their mood and will thus always need a screen to help deal with their behaviours and emotions. The child must learn to develop strategies to calm down, rather than rely on screens to do so. In addition, giving a child a screen to calm them down is rewarding problematic behaviour. It would be advisable to avoid making this a habit.

Can a toddler become dependent on screens?

Actual addiction to screens or video games in early childhood is extremely rare. However, many young children spend a lot of time using electronic devices, which prevents them from developing a healthy relationship with screens and increases the risk of excessive use later in life.

Some behaviours may indicate screen addiction issues. This could be the case, for example, if the child:

• Throws tantrums when asked to turn off electronic devices.
• Lies about their use of screens or hides to use them.
• Uses screens to calm down or feel better.
• Prefers screens to friends and has little interest in other types of activities.

To help prevent future addiction, it is recommended to establish and enforce clear rules to limit the use of screens from early childhood.

Do screens have any benefits?

Of course, screens are not all bad. They provide entertainment and can help your child learn certain things. Nevertheless, screens should not replace interactions with adults and other children or traditional toys (e.g., wooden activity cubes, puzzles, dolls, toy cars).

Experts believe that some applications could be a better learning tool than TV shows or videos because they are interactive. Children may be more stimulated by such applications since they can perform certain actions, such as choosing, pointing, clicking, drawing, and photographing. Interactive applications for learning to read are also believed to help children recognize sounds and learn new words. Quality applications would thus allow for diversifying sources of stimulation for the child.

With regard to television, quality programs for children are said to promote the development of positive attitudes, such as respect of differences. Quality content would also contribute to language development in children 2 years of age and older.

Even video games can have educational benefits when they are selected wisely and age-appropriate. For example, they can contribute to the development of logic, visual and spatial skills, and problem-solving skills. For more information, see our fact sheet Children and video games.

How to foster learning?

That being said, a child using a screen for learning will fare better if they are accompanied by an adult. Therefore, it is a good idea to be with your child when they are playing on a screen or watching TV shows or videos. Commenting on their efforts to complete a level or discussing what is happening on the screen enriches their experience.

Despite the possible educational benefits of screens, you should know that it is still difficult for your child to apply what they have learned with a screen in their daily life. To foster the development of toddlers and children, it is therefore better to accompany them in their use of screens and to choose activities where they can touch and manipulate objects and interact with others.

To enjoy the benefits of screens while protecting children from negative effects, families need to set limits and rules regarding screen use. For more information, see our fact sheet Managing screen use: Advice for parents.

Do screens have a place in the daycare?

The Educational Childcare Regulation gives clear guidelines on the use of screens in childcare settings. Under this regulation, educators are allowed to use a screen (e.g., television, computer, tablet) only if its use is related to the educational program. In addition, screen use in childcare settings:

• is prohibited with children under 2 years old;
• must not exceed 30 minutes in a single day;
• must take place only occasionally, not regularly—for example, not every day after lunch or every Friday afternoon.

Because screen use in childcare must be part of the educational intervention process, the educator should also be with the children while the devices are being used and then follow up on the activity afterward.

It is important to remember that the time spent in front of a screen at childcare is added to the time spent at home. If you are concerned about screen use in your child’s childcare setting, talk to their educator.

Things to keep in mind

• It is important to set clear rules for your child regarding screen time and to choose content adapted to their age.
• To foster their development, a child mainly needs to do a variety of activities and to be in contact with others. Thus, screens should not take up much time in their day.
• Screens can have educational benefits, but a child learns better when they are supervised by an adult while using them.

Scientific review: Marie-Anne Sergerie, PhD, psychologist Research and copywriting:The Naître et grandir team Updated: May 2026

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