Young children are growing up surrounded by screens. Tablets, phones, smart TVs. They are part of daily life, and the options seem endless. At the same time, many parents worry. Is this too much? Is this the right kind of content? Could it even be harmful to my child?
In 2023, Edyta Świder-Cios and colleagues from Tilburg University set out to bring some clarity. They published a literature review on the effects of screen-based media on the cognitive, social, and emotional development of children aged 0 to 5.
The review is clear about the youngest children. Between 0 and 2 years old, screen media is not recommended, with the exception of video chatting with relatives. For children aged 2 to 5, the picture is more nuanced. It is not all bad. Screen media can support imagination, learning and language development, especially when adults provide guidance and watch together with the child.
But there are important concerns. One key issue is pacing. Fast-paced, highly stimulating content can overload young children’s working memory. When too much happens too quickly, children have less mental space to process what they see. This can make it harder to focus, regulate emotions, and perform cognitive tasks immediately after viewing. Young brains need time to process information.
The authors translate these findings into lessons for children’s media design. First, they stress the importance of respecting children’s cognitive limits. This means avoiding rapid pacing, constant scene changes, and chaotic sequencing. Media creators, they argue, should work closely with child development experts who understand how content interacts with brain development at different ages.
“Designing media for young children should not be guesswork. It needs to be informed by how children’s brains actually develop.”
The review further shows that screen time has more positive effects on learning and language development when children are encouraged to engage actively rather than passively watch. Interactive elements that prompt thinking, responding, or conversation are linked to better outcomes than content that simply plays on. The authors also highlight that, to protect young children’s attention, sleep, and emotional regulation, media platforms need to be designed intentionally, so they help parents set and maintain time boundaries and predictable routines.
Edyta Świder-Cios and her colleagues at Tilburg University are contributing to a growing and highly relevant body of research on how young children engage with media. Meevee is working with this team to translate their findings into the design of a new platform for children’s media. The shared aim is to put science-informed choices at the centre of children’s media experiences, strengthening the positive potential of screens while reducing known risks.