Earlier this week, I came across a well known influencer with over a million followers discouraging the use of screen time in schools for all children under the age of 14. While I fully respect differing opinions on this topic, I couldn’t help but feel that such a blanket statement overlooks the valuable role that technology can play when it is used with purpose, structure, and age-appropriate guidance.
Like anything in childhood education, screen time is not automatically “good” or “bad.” It depends entirely on how it is used. When technology is misused, left unmanaged, or replaces real world interaction, of course it can have negative effects. But when we educate ourselves on best practice, when we choose high quality apps, stay present with our children, and use screens as a tool rather than a substitute, it can support learning, confidence, inclusion, and skill building in powerful ways.
As a mum of five and an early years teacher, I’ve seen both sides. I understand the fears many parents have, and I’ve shared them. But I’ve also seen, in real classrooms and real homes, how guided, meaningful, and intentional use of digital tools can enhance a child’s development instead of hindering it.
For that reason, I’d like to offer a different perspective on the influencer’s original statement, not to dismiss it, but to build on it. I hope to shine a light on how thoughtfully guided screen time can support children who may not fully access the curriculum through traditional methods, including those with additional needs, learning differences, or barriers in the classroom.
1. Educational Apps Strengthen Early Literacy and Numeracy Skills
High quality educational apps can play a powerful role in supporting early reading, writing, and mathematics development, particularly when they are aligned with how children learn best: through play, multisensory activity, and active engagement.
A UK survey by Oxford University Press (2022) found that nearly 9 in 10 parents of children aged 3 to 5 believe that educational apps positively support their child’s learning, numeracy, and digital confidence. Their findings show that many families are already recognising the potential benefits of digital learning when used as a supplement, not a substitute, for classroom teaching or real world play.
Research also shows that multisensory learning, using sound, visuals, touch, movement, and repetition, supports children’s engagement and memory. This is particularly valuable for children with dyslexic tendencies or other specific learning needs, who often thrive through structured interactive methods over traditional print based approaches.
The Froebel Trust (2023) emphasises that digital tools can “open up expressive and creative learning pathways” when combined with hands on exploration and adult support. And UK research shared through the Royal College of Paediatrics (2023) has shown improvements in language and attention when digital tools are used interactively, not passively, and especially when a parent or educator is present.
2. Interactive Learning Boosts Focus and Retention
One of the strongest advantages of digital learning tools is their ability to actively engage children, rather than simply entertain. When screen time is interactive, where the child is listening, touching, thinking, and responding, they are far more likely to focus, remember, and truly understand what they’re learning.
A 2022 systematic review of over 60 studies found that children who used educational apps, both at home and in school, displayed stronger learning outcomes, enthusiasm, and attention during learning activities.
In the UK, a recent report from the House of Commons Education Committee (2024) noted that while children’s overall screen time has risen sharply (up 52 percent since 2020), “genuinely educational uses of digital technology can have benefits,” particularly for developing focus and school readiness.
This matches something I’ve seen again and again: when children are invited to engage with sound, visuals, touch, and movement at once, especially in the context of a meaningful task, learning sticks. Screens don’t distract them; thoughtful digital experiences connect them.
3. Guided Screen Time Builds Life Skills
When screen time is introduced with intention and guidance, it doesn’t just support academic learning, it nurtures vital life skills, including independence, problem solving, and confidence.
The Froebel Trust highlights the power of “joint media engagement,” where adults sit alongside the child, ask questions, and help them explore. In this way, digital play becomes a shared learning experience, full of curiosity, comfort, and creativity.
When children learn to use apps or digital tools with support rather than supervision alone, they build:
- Resilience when solving puzzles or challenges
- Confidence through achievable, scaffolded steps
- Healthy technology habits through co learning, not isolation
We don’t fix digital issues by banning devices, but by teaching and modelling better screen habits early on.
4. Quality and Context Matter More Than Time
One of the biggest misconceptions about screen time is that every minute has the same effect. But research consistently shows that what children do on screens matters far more than how long they spend using them.
A Canadian study (2022) of nearly 3,000 preschoolers found that passive, unsupervised screen time was linked to developmental vulnerabilities, particularly in language and attention. But interactive and adult supported screen time showed no such negative effect and often had real benefits.
In the UK, the House of Commons Education Committee report (2024) echoed this, calling for a focus on “how purposefully, creatively, and meaningfully screens are used” rather than on blanket bans or time alone.
This isn’t just helpful, it’s empowering. As parents and educators, we get to curate age appropriate content that supports our children’s development rather than interrupts it.
5. Digital Tools Can Support Inclusion and School Readiness
Educational apps also hold a vital role in supporting children who may not fully access learning through traditional text based methods.
The Nesta UK report (2022) noted that early learning apps, when designed inclusively, can help children with additional needs or from disadvantaged backgrounds build early language, communication, and cognitive skills before school.
For children with dyslexia, ASD, ADHD, or other learning differences, apps that scaffold pace, offer audio prompts, include repetition, or make learning visual instead of text heavy can offer a way in, a place to start building success where pen and paper alone may have felt like a barrier.
Inclusion is not just about access, it’s about design. When digital learning is done well, every child gets the opportunity to participate, practice, and flourish.
A Balanced View with a Positive Outlook
Of course, balance is essential. Guidance from the National Childbirth Trust (NCT) reminds us that young children learn best through real world interaction, conversation, movement, and creativity. Screens should never replace play, bonding, or fresh air, but they can enrich those things when used intentionally.
Across multiple UK and global studies, and through my experience as both a mum and early years teacher, one message becomes clear:
When digital tools are well chosen, age appropriate, and used with connection instead of isolation, they don’t compete with childhood, they complement it.
So no, I don’t believe in banning screens.
I believe in using them better, and showing our children how bright, curious, capable, and connected they can be in this world, one small step at a time.
Lisa Colhoun is the founder of One Small Step, an Early Years consultant with over 10 years experience as a teacher in EYFS and Key Stage One and a Mum of five.
