Screen Time in the Early Years: Friend or Foe?

Welcome to a new episode of Eyes On Us, where Emma and Sophie unpack the real issues shaping Early Years education in the UAE.

In this episode, Emma and Sophie explore a question many practitioners and parents grapple with: Is screen time in the Early Years a helpful tool, or does it do more harm than good?

Rather than taking an extreme position, the discussion focuses on balance and professional judgement. Screen time is not automatically good or bad — its value depends on how, why, and when it is used.

When Screen Time Can Be a Friend

Emma and Sophie explain that screen time can support children’s learning when it is purposeful, interactive, and shared with adults.

One example discussed is video calling. For many families in the UAE, video calls are an important way for children to stay connected with family members who live abroad. These interactions support communication skills, turn-taking, and social connection. Video calls can also be used within settings, for example between classrooms or branches, making them a meaningful and interactive experience.

Another positive use of screens is interactive storytelling. Some children engage deeply with books, while others benefit from additional visual stimulation. When screens are used alongside adults — with pausing, questioning, and discussion — storytelling becomes active rather than passive. Children are encouraged to think about what they see, predict what might happen next, and talk about their ideas.

The episode also highlights shared screen experiences to support children’s understanding of the wider world. In the UAE, where children may not experience seasonal changes like snow or autumn leaves, images and videos can help them learn about different environments. In these moments, the screen supports learning, but the adult remains central to the interaction.

Another powerful use of screens discussed is revisiting children’s own experiences. Looking back at photos or videos of activities children have taken part in helps consolidate learning, build confidence, and encourage reflection. This might include revisiting a topic from the previous term or recalling a shared experience.

Finally, Emma and Sophie discuss the value of allowing children to use technology to document their own learning. Taking photos or videos of their work, play, or creations helps children reflect on what they have done and gives meaning to learning journeys and displays. This also supports children’s understanding of how technology is used in everyday life.

Across all of these examples, one key message is repeated: screen time is most beneficial when it is interactive and adult-supported.

When Screen Time Becomes a Foe

Screen time becomes problematic when it is passively consumed. Emma and Sophie describe situations where children are simply placed in front of a screen with no interaction, no discussion, and no adult involvement. In these moments, opportunities for communication, social interaction, and learning are lost.

The episode also raises concerns around overstimulating media. Many children’s programmes are designed to be fast-paced, loud, and visually overwhelming. This can impact children’s self-regulation, attention, and sensory processing, especially in busy nursery environments.

Another key concern is when screens are used to replace experiences or interactions. Using screens as a behaviour management tool, to occupy children, or to replace outdoor play and social interaction removes valuable learning opportunities. Technology should never replace the role of the practitioner.

Emma and Sophie also discuss how screen use can become addictive. Much children’s content is designed to encourage repeated viewing, which can lead children to rely on screens for comfort rather than developing emotional regulation through relationships and play.

Research and Professional Guidance

The episode explores international research on recommended screen time for young children.

For children under two, screen time is generally not recommended, except for video calls with family. For children aged two to five, guidance suggests limiting screen time to a maximum of one hour per day, always ensuring it is purposeful and interactive.

Practitioners are encouraged to consider how much screen time children may already be exposed to at home and to work in partnership with parents to maintain balance.

Key Takeaway

The main message from the episode is clear: screen time is not automatically harmful, but it must be used with intention and professional judgement.

Before using screens, practitioners should always return to the questions:

How is it being used? Why is it being used? When is it appropriate?

When screen time is interactive, purposeful, and supported by adults, it can be a valuable tool. When it is passive, overstimulating, or used for convenience, it quickly becomes unhelpful.

If you’d like to continue developing reflective, evidence-informed practice, explore our upcoming CPD opportunities.

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