The use of screens between children is the best ever. In particular, infants have shown that screen exposure has increased significantly after infectious diseases, which is a cause of concern. Researchers point out the concerned connection between this increased screen time and negative impact on cognitive abilities.1
Children under 2 years of age use the screen to average more than 1 hour a day. TV, background TVs and cell phones are the most common types of these young children.2 This level of use is directly contradictory with the recommendations of pediatric society, which advises children under 2 years of age and suggests to be shared with their parents after 2 years of age.
As mentioned in the study of the Journal of Communication Disorders in South Africa, parents often turn their screen time when they are worried about the development of infants when their parents’ interaction is reduced or when creating learning opportunities.3 But this dependence on the screen is counterproductive. The same study shows that the screen time increases, and the early development of the screen has a negative impact on language development, especially children under 2 years of age.
Infant screen time research emphasizes negative language effects.
The 2025 study, published in PLOS One, digs out details on the screen time habits between Latin America’s infants.4 This study aimed to understand how many screens time these children could have and how they could affect language and motor skills. A total of 1,878 caregivers were involved between 12 and 48 months in 19 other Latin America countries.
• Infants spend more time on the screen. This study showed that Latin America’s infants were actually cliching at more screen time than experts actually recommended to age groups. In particular, television (TV) and background TVs have appeared as the most frequently used screen.
• The average daily use of this device is 60-90 minutes. This high utilization rate is shown at other income levels, and the use of the screen is a broad habit that is not limited to specific socioeconomic groups in Latin America. The mobile phone is the second most used screen type.
• Increased screen time with poor language skills- Infants exposed to more background TVs and personal computers (PCs) have a low score in testing vocabulary size and sentence complexity. The increase in TV time was related to the parents who reported the delays of their children to the language milestones.
This suggests that passive screen time, especially TVS’s passive screen time, is interfering with language development at this vulnerable early.
• Interestingly, not all screen time is harmful. Researchers found the results mixed with tablets, cell phones and PCs. TV and background TVs showed negative connections, but the use of tablets was actually related to higher scores in sentence use. Similarly, the use of mobile phones, PCs and tablets was associated with parents reporting the transfer achievement of language milestones. This suggests that the screen type and how to use greatly change their effects.
• Sharing screen time and role of reading books- Children have improved their language skills, especially when adults actively share their screen time with infants on TVs and cell phones. This included greater vocabulary, more complex sentences and language milestones. In addition, spending time reading books with infants was closely related to better language development.
• Entertainment content was the most popular among infants. However, those who saw more educational contents scored higher in vocabulary tests, and those who saw more entertainment contents showed better sentences and initial language milestones.
This suggests that educational programming is important for educational programs and educational programs and entertainment content that helps to obtain sentence structure and language milestones, but further research is required to fully understand these nuances.
The language effect of screen time is complicated and diverse
The comprehensive review of South African Journal of Communications has investigated the various relationships between children’s screen time and language development.5 This review analyzes 12 different research articles to clarify the complicated and sometimes conflicting results of how the screen affects the ability to learn and use children’s language.
• The impact of screen time depends on a variety of factors. According to the review, the impact of the screen time is simply a problem of “the screen is bad” or “the screen is good.” Instead, the influence relies heavily on a variety of factors. This includes the time of time, starting from the start, the content type that departs, and whether you are looking at it with parents or caregivers.
Ultimately forming whether the screen time helps or interferes with language skills is a combination of these factors.
• The screen time of very young children has a negative effect. But when the screen time increases, especially when it begins in the early days of life, it often causes negative results for language development. According to this study, more time to spend more time in front of the screen is related to the delay of language understanding (acceptable language) and olescence (expression language).
This negative impact is particularly noticeable for children under 2 years of age. This strengthens the recommendations to limit or avoid the screen time of babies and infants.
• The age of the screen exposure is very important. This review also shows some advantages when the early vision occurs often leads to negative results. This suggests that the ability to handle and learn in screen -based media as children mature.
• The characteristics of the video also serve. Quick scenes, a lot of flash images, and fast -proof videos that interfere with limited languages interfere with language development. This type of video is overwhelmingly taxable for young children, so it is difficult to concentrate and absorb language signals.
The progress that fits the slow age with clear languages and close -ups was especially beneficial for educational contents.
• Co -viewers, generally the presence of parents or caregivers, is another key factor. Language learning is improved if adults actively participate in the screen time with children, ask questions, explain the contents, and interact with oral. In this case, there are all differences due to interactions and participation around the screen, not the screen itself.
Practical steps to protect infants from the damage effect of screen time
It is important to protect infants from excessive or inappropriate use of the screen. If you are overwhelming or not sure where to start, this practical tip is designed to reduce the screen time and reduce the actual interaction of infants.
1. In particular, children under 2 years of age minimize screen time. The simplest advice is to limit overall screen exposure. This is essential for children under 24 months. If you have a child, focus on activities without screen. This is when their brains are rapidly developing through their physical environment and direct interactions with people around them.
It will best support their development by prioritizing face -to -face dialogue, play and exploration of the world rather than digital simulation.
2. Especially in the evening, the infant exposure to the EMF and the blue light in the evening. Excessive smartphones and devices are exposed to a significant electromagnetic field (EMF), which interferes with mitochondria in cells to interfere with cell energy. When the EMF penetrates the body, calcium ions are flooded with cells, increasing harmful free radicals and oxidation stress.
Reducing the screen time of infants is not about language development. It is also to protect cell health from EMF exposure. The cell phone and the device are distant from the infants to reduce direct exposure to these EMF-release technologies.
In addition, the blue light emitted from the screen and artificial lighting interferes with the natural sleep cycle of the child. This confusion of one cycle rhythm has a harmful effect on overall health and development.
To alleviate this, avoid the screen for at least 1-2 hours before bedtime and darken the lights of the house in the evening to prefer a warmer light source than bright and cool tone. If the screen is inevitable in time, consider using the Blue Light filter in the device.
3. Prioritize actual interactions and reading priorities. The screen should not replace the actual experience of infants. Reading books together and participating in direct face -to -face interactions are strongly connected to language development. Take this activity as a priority every day. Read loudly, play games, and simply devise a certain time to talk with your children in relation to the screen.
Such human relationships have no opponents in building a strong language foundation and promoting healthy development.
4. Do not negotiate outdoor time in everyday life. As the basic part of infant’s day, set the priority of outdoor play and exploration. The real world provides a rich environment of sunlight, sight, sound, texture and experience where the screen cannot simply duplicate. It makes time to negotiate every day outdoors and rain or shine if possible.
This dedicated outdoor time naturally reduces the time you can use for screen exposure, and allows your children to engage with the world in a way that supports their children more overall and developed.
5. Set the screen zone in the house. Design a certain area of the living room as an area without a screen, actively forming the screen habits of the family. Think about a space without a bedroom and a restaurant for everyone in the family. This simple step encourages alternative activities in this area, such as reading, speaking, playing, and together without digital interference.
Making damage without these screens naturally helps to limit overall exposure and promote healthier and more interactive family time. The screen is consciously designed to support the balanced lifestyle, not the basic entertainment or activity.
Frequently asked questions about infant screen time and language (FAQ)
Here are some common questions that parents ask about the effects of their parents on infant screen time and language development.
cue: Is the screen time so bad for infants?
no way: Yes, research shows that excessive screen time, especially passive viewing, such as TV, has a negative impact on infant’s language development.6 Infants use more screens than recommended, and the research leads to poor language skills.
cue: Should I worry about the EMF of the device used by infants?
no way: Yes, it is wise to keep the EMF exposure in mind. Smart phones and devices relax with EMFs that interfere with cell function and increase oxidation stress. Restrictions on screen time will help to reduce EMF exposure and protect cell health.
cue: What is the deal with Blue Light and Screens?
no way: Blue lights of screen and artificial lighting interfere with the sleep cycle of infants. Too many blue light, especially in the evening, interferes with natural body watches and development. If you create a screen period before going to bed, and the lights get dark in the evening, it will help you minimize blue light exposure and support better sleep.
cue: What are some easy ways to reduce your child’s screen time?
no way: Start doing what you need to do every day. Encourage screen activities by creating a screen area in homes such as bedrooms and meals. In addition, reducing blue light exposure by limiting the use of screen at time before bedtime interferes with sleep.
cue: What should I focus on instead of screen time to help my childhood development?
no way: Prioritize the actual interaction. Talk to your infant and read a book together every day and participate in many games. This face -to -face interaction is the key to building a strong language foundation and promoting healthy development much more effectively than any screen time.
