Raising Kids in the Digital Age: Insights from a Developmental Psychologist

As a developmental psychologist, I’m fascinated by how rapidly today’s childhood is being reshaped by technology. From toddlers swiping tablets to preschoolers chatting with virtual assistants, digital media has become woven into the fabric of family life. Parents often feel torn between wanting their children to benefit from educational content and worrying about screen‑time harms. This first blog post distills recent scientific findings about screen use, artificial intelligence and play, and offers evidence‑based recommendations to help families navigate the digital landscape.

The Digital Childhood

Digital devices are now ubiquitous in children’s lives. A systematic review in Multimodal Technologies and Interaction notes that televisions, smartphones, tablets and video games are present in almost every home, and 75 % of parents of children under eight own a touchscreen device. Babies and toddlers are introduced to video calls to communicate with distant relatives, and many parents use media as a calming tool. Not surprisingly, surveys show that children aged 0–8 years now average about 2.5 hours of screen time per day. Despite the pervasiveness of digital media, research consistently links excessive screen time with developmental risks. A wide‑ranging review found that heavy media use is associated with reduced focus and attention, sleep disturbances, decreased physical activity, delayed language development and poorer socio‑emotional health. Exposure to inappropriate or aggressive content can also lead to behavioral problems. These findings underscore that although technology is here to stay, unrestricted or unsupervised use can impede healthy development.

The Pandemic Effect

The COVID‑19 pandemic dramatically accelerated children’s exposure to digital media. Stay‑at‑home orders closed preschools and playgrounds, leaving many infants and toddlers interacting primarily with screens. A study of 672 children born during 2020–2021 found significantly reduced verbal, motor and overall cognitive performance compared with pre‑pandemic cohorts. Neuroimaging of these children revealed reduced brain white matter, and other studies showed delays in social‑emotional development. Researchers note that pandemic learning loss disproportionately affected children from lower‑income families, making the role of quality educational media even more critical.

Can Screens Support Learning?

Importantly, not all screen time is created equal. Children learn best when media facilitates meaningful interaction with characters and connects to everyday experiences. In a review of 124 popular “educational” apps for children, most scored poorly on key learning criteria. Yet when high‑quality programs intentionally integrate developmental science, the outcomes can be impressive.

Interactive AI and Television

Assistant professor Ying Xu and colleagues partnered with PBS KIDS to explore how conversational artificial intelligence could enhance children’s learning from television. Their interactive version of Elinor Wonders Whyallowed the bunny protagonist to listen to a child’s answers and respond with tailored prompts. In a 2023 study of 240 preschoolers, children were assigned to watch either the fully interactive AI‑enhanced episode, the original non‑interactive broadcast or a semi‑interactive version like Dora the Explorer.

Children who watched the AI‑enhanced episode scored highest on science assessments, followed by the semi‑interactive group; those who watched the passive episode performed worst. The researchers observed that when Elinor could not understand a child’s response, children quickly lost interest, highlighting the importance of true interactivity. Xu’s team is now collaborating on a new program called Lyla in the Loop for ages 4–8 that uses AI to scaffold computational thinking.

Early trials suggest that bilingual learners benefit greatly, because the AI can provide individualized language support. They are also experimenting with bilingual conversational agents to facilitate parent‑child storybook reading, and families appreciate the flexibility to code‑switch between languages. These studies illustrate that thoughtfully designed AI can make screen time more social and educational.

Playful Problem‑Solving with Sesame Street

Even traditional media organizations are applying developmental science. At Sesame Workshop, educators noticed that preschoolers were losing curiosity and fearlessly experimenting because of increased academic pressure. To counter this, they created storylines emphasizing a cognitive process called playful problem‑solving. Characters sing a refrain — “I wonder, what if, let’s try” — to model curiosity and perseverance. In a 2024 study of 116 preschoolers, researchers found that children who watched 12 episodes focusing on playful problem‑solving improved their problem‑solving strategies and could transfer these skills to new contexts. These findings suggest that high‑quality media can foster cognitive processes beyond basic literacy and numeracy.

Evidence‑Based Guidelines for Families

How can parents balance the benefits of educational media with the risks of excessive screen time? Organizations such as the American Academy of Pediatrics (AAP) and the World Health Organization provide clear recommendations. According to a 2023 review, children under two should not be exposed to screens, while those aged 3–5 years should have less than 60 minutes of screen time per day and 6‑8‑year‑olds should be limited to around 60 minutes. The AAP emphasizes co‑viewing, choosing high‑quality, age‑appropriate content, and prioritizing unstructured play, physical activity and sleep. In practice, this means turning off the television during meals, setting consistent screen‑free times (especially before bed), and engaging with children during digital activities to scaffold understanding.

Research also highlights the role of family media ecology. Parenting styles influence how much and why children use technology. A media‑centric style — where screens occupy a large portion of daily routines — correlates with higher screen time, whereas a media‑moderate or media‑light approach sets boundaries and encourages outdoor play, reading and creative activities. Studies show that parents with lower educational motivation are more likely to use technology to manage children’s behavior, underscoring the need for parental education and support.

Finally, it’s worth noting that children from lower socio‑economic backgrounds often have less access to high‑quality educational programs and may rely on low‑cost apps with minimal interactivity. Advocates call for broader availability of evidence‑based media and for developmental psychologists to collaborate with content creators to ensure inclusivity and cultural relevance.

Beyond Screens: Restoring Play and Curiosity

While interactive media can augment learning, no digital program can replace the benefits of unstructured play, social interaction and physical exploration. Psychologists warn that preschoolers are becoming overscheduled and losing independence and autonomy, making them afraid to experiment and ask questions. Encouraging outdoor play, open‑ended activities and real‑world problem solving remains essential for developing curiosity, resilience and social skills.

A balanced approach means using high‑quality digital tools as supplements rather than substitutes. When children watch television or use apps, ask them questions, encourage them to predict outcomes and relate content to their own experiences. Let them tinker, fail and try again — both on and off screen. By applying developmental science and common sense, parents can help their children thrive in the digital age.

Key Takeaways

1. Limit screen time: For children under 2, avoid screens; for ages 3–5, keep usage under 60 minutes per day, and for ages 6–8, around 60 minutes. Turn off screens during meals and before bedtime.

2. Choose interactive, high‑quality content: Educational media is most effective when it prompts children to think and respond. Interactive AI‑enhanced shows like Elinor Wonders Why improved science learning compared with non‑interactive versions.

3. Co‑view and engage: Watch with your child, ask questions, and help them connect on‑screen events to real life. This scaffolding enhances comprehension and language development.

4. Prioritize play and offline activities: Unstructured play, physical activity and social interaction are irreplaceable for developing creativity and emotional regulation.

5. Model healthy habits: Children imitate adults’ media use. Set boundaries and model balanced use to promote self‑regulation.

   
   

Digital media is neither inherently good nor bad — it is a tool. By staying informed and intentional, parents and caregivers can harness technology to enrich children’s learning while safeguarding their development.