5 Key Things to Know About Screen Time

By Sylvia Langford · 7 min read

Screens are part of everyday life. Since the late 1990s, mobile phones, computers and, later, tablets have changed how we communicate, learn, work and entertain ourselves.

Screens open up many possibilities, but their use also raises questions about sleep, physical activity, attention, wellbeing and family life.

Rather than simply asking whether screens are good or bad, it can be more useful to ask how we use them, how much time they occupy and what other activities they may be replacing.

In this article, we look at five things worth considering when thinking about screen use and how we can help children develop healthy habits around technology.

1. What Do We Mean by Screens?

When we talk about screens, we are referring to a range of devices that let us access information, communicate, learn or be entertained.

Some of the most common include:

• Smartphones: used for communication, internet access, apps and entertainment.
• Tablets: portable, versatile devices used for both educational and recreational activities.
• Computers: desktop and laptop computers used for study, work, communication and entertainment.

But not everything that happens in front of a screen is the same.

A video call with a family member, a school activity, playing a video game and watching videos for an hour are different experiences and may have different effects.

When thinking about screen use, it helps to consider what the child is doing, for how long, for what purpose and what other activities that screen time may be replacing.

2. What Do We Use Screens For?

Screens let us take part in many different activities. Some of the most common include:

• Video games, which can provide entertainment and, depending on their design and use, opportunities for interaction or problem-solving.
• Social media, mainly used for communicating and sharing content.
• Videos and streaming services, used for entertainment or finding information.
• Online shopping and services, which have made screens part of many everyday activities.
• Educational activities, such as reading, researching, practising skills or taking part in lessons and digital learning.

This variety matters because the amount of time spent in front of a screen does not, by itself, describe the child's experience.

An educational activity supported by an adult is not the same as prolonged recreational screen use. Similarly, an interactive activity is different from passively watching content for long stretches.

Screen time is one part of the picture. What children are doing on the screen – and what the screen is replacing – matters too.

3. Some Claims About Screens Need Context

There are many claims about screen use that can be presented too broadly.

For example, saying that screens "damage children's brains" does not distinguish between age, type of content, duration, context or the many other experiences that contribute to child development.

Research in this area is more complex, and links between screen use and particular outcomes do not always show a direct cause-and-effect relationship.

The same caution is useful with other common claims:

"Screens are addictive." Screen use that becomes difficult to control or interferes with everyday life can be a concern, but frequent use is not automatically an addiction. Consider whether screen use is interfering with sleep, relationships, learning, physical activity or other responsibilities.

"Blue light from screens damages children's eyesight." Prolonged screen use can contribute to eye strain or discomfort, particularly when viewing something at close range for long periods. Screen use close to bedtime is also best avoided.

"Screens stop children from concentrating." Attention is influenced by many factors. The type of content, duration, context and purpose of the activity all matter.

"More screen time always means more harm." Time matters, but so does what that time replaces. Sleep, movement, play, relationships and taking part in everyday activities are all part of children's development.

Rather than looking for absolute answers, it can be more useful to consider the overall balance of a child's daily life.

4. Should We Ban Screens or Teach Children How to Use Them?

A complete ban may seem like a simple solution, but it does not necessarily prepare children to navigate a world in which screens are part of everyday life.

Children need to learn, over time, to recognise when a screen is useful, when they have had enough and when it is time to stop.

This means adults need to set age-appropriate boundaries, supervise or take part when necessary, and teach habits that help children balance screen use with other experiences.

The aim should not only be for a child to put down a device because an adult tells them to.

With time, we also want children to develop self-control and a growing ability to regulate their own behaviour.

It can help to:

• establish clear routines and boundaries
• let children know in advance when an activity will end
• prevent screens from routinely displacing sleep, movement, play and relationships
• help children recognise when an activity is no longer beneficial
• gradually support them towards greater independence in managing their screen use

The long-term goal is not for children always to depend on an adult to regulate their screen use. It is for them to learn, bit by bit, to manage it for themselves.

5. What Habits Can Support Healthy Screen Use?

The Australian 24-Hour Movement Guidelines take a broader 24-hour approach that considers physical activity, sedentary behaviour and sleep together.

Current Australian guidance recommends:

• Children under 2: no sedentary screen time.
• Children aged 2–5: no more than one hour of sedentary screen time per day; less is better.
• Children and young people aged 5–17: no more than two hours of recreational sedentary screen time per day. Screen time required for schoolwork is not included in this recreational limit.
• For children and young people aged 5–17: avoid screen use for one hour before sleep and keep screens out of the bedroom.
• Throughout the day: minimise and break up long periods of sitting and make sure children have enough opportunities for physical activity, play and other experiences away from screens.

These recommendations are part of a broader approach to children's movement, sedentary behaviour and sleep. Individual circumstances may also need to be considered, particularly for children with specific developmental, disability or health needs.

What matters is that screen use does not consistently displace the experiences children need for healthy development: sleeping well, moving, playing, learning, interacting with other people and taking part in everyday life.

Frequently Asked Questions

Do We Need to Ban Screens for Children?

Not necessarily. Screens are part of contemporary life and can have educational, social and recreational uses. What matters is setting appropriate boundaries, considering the child's age and gradually teaching responsible use.

How Much Screen Time Is Recommended?

There is no single limit that applies in exactly the same way to every type of screen activity. Australian recommendations distinguish by age and, particularly for school-aged children and young people, between recreational screen time and screen use required for schoolwork. Current Australian guidance recommends no sedentary screen time for children under 2, no more than one hour per day for children aged 2–5 and no more than two hours of recreational sedentary screen time per day for children and young people aged 5–17. These recommendations sit within a broader approach that also considers physical activity, sedentary behaviour and sleep.

Should Children Use Screens During Meals?

In general, it can be helpful for meals to provide opportunities to talk, interact and pay attention to eating. Creating some screen-free times and places can help protect these opportunities for family interaction.

Why Is It Recommended to Avoid Screens Before Bed?

Screen use close to bedtime can interfere with bedtime routines and make it harder to settle into healthy sleep patterns. For children and young people aged 5–17, current Australian guidance recommends avoiding screens for one hour before sleep and keeping screens out of the bedroom. For younger children, calm and consistent bedtime routines are also recommended, and avoiding screens before sleep can help.

What Does Teaching Responsible Screen Use Mean?

It means helping children learn to use screens with a purpose, respect appropriate boundaries, recognise when it is time to stop and balance screen use with other activities that matter. As children grow, the aim is for them to take on greater responsibility for their own decisions, step by step.

Conclusion

Screens are not inherently good or bad. They are tools that can be used in many different ways and are part of children's everyday lives.

The challenge for adults is not simply to control how much time children spend in front of a screen. It is also to teach them how to use screens in a balanced way and, over time, develop the self-control needed to recognise when to use them and when to stop.

Children need clear boundaries, guidance and opportunities to practise healthy habits. At the same time, they need enough space in their lives to play, move, rest, learn, interact with others and take responsibility for everyday tasks.

Rather than raising children to avoid screens, we can help them learn to live with technology without letting it take the place of the other experiences they need to grow.