«Parents don't have to get everything right – but they do need to be there»

Ms Paz Castro, digital media have long been part of everyday life, even for nursery school children. What does this mean for their development?

Digital media can replace everyday situations that are crucial at this age: free play, contact with peers outside nursery, or physical activity. If a child spends a large part of their free time in front of a screen, it is possible that precisely these important experiences will be neglected. At the same time, it is important to emphasise that the majority of parents are aware of the issue. Most children in Switzerland spend a reasonable amount of time on screen; for nursery school children, this is between thirty minutes and one hour a day, as the Swiss Swipe Study shows.

Children should not only be allowed to use media when they express frustration.

So the core problem isn't the screen itself, but rather what we're missing out on because of it?

That's right. In research, this is known as the «stimulation-deprivation hypothesis». Another assumption is that if children become accustomed to intense, fast-paced stimuli at a very early age, they may find it harder later on to cope with boredom or engage in calmer activities. Neither of these assumptions has yet been conclusively proven scientifically.

Generally speaking, the research findings are apparently less clear-cut than one might expect.

That's right. At the Marie Meierhofer Institute for Children (MMI), we carried out a review of more than a hundred studies. It has become clear that, worldwide, there are very few studies conducted over a longer period or involving genuine experiments that show how digital media can affect children's development. It's also worth noting that, whilst laboratory experiments are methodologically interesting, they do not reflect real life.

A child growing up with a single mother and several siblings experiences a completely different reality to an only child in a well-off family. This is what makes it so difficult to make generalisations about digital media. What can be said, however, is that the scientific community agrees that high media consumption is worse than low consumption. But exactly where the limit lies for nursery-age children cannot be reduced to a precise figure.

The Kidim study (Children and Digital Media) followed families over an extended period. What did the study reveal?

The Kidim study followed children aged between 0 and 3 for a year. This provides a more useful insight than a one-off snapshot. What our sample showed was that parents who are generally critical of digital media use them only sparingly, even during stressful periods. Attitudes and values therefore play an important role.

Being involved means that parents know what their child is watching, how they're feeling whilst watching it, and what they're taking away from it.

And what insights did you gain regarding the children?

After a year, there was no evidence of a negative effect on the children's ability to self-regulate – regardless of how much media they consumed. Children who were slightly more frustrated or whingey generally had a little more screen time than others. This shows that parents are feeling overwhelmed. On average, however, these children's screen time amounted to thirty to forty minutes a day. Furthermore, we only recorded screen time itself; we did not assess whether parents ensured their children were exposed to valuable content or provided them with adequate support in managing their frustration during the rest of the day.

What does this mean for parents of nursery school children, who are, after all, a little older than the participants in your study?

The basic principle is applicable in other contexts. If children have enough time in their daily lives to meet friends, be active, express themselves verbally and play, then moderate media use is acceptable. It simply shouldn't only happen when the child expresses frustration. And if what they are watching or listening to is supervised – in other words, if parents know what their children are doing, if they talk about it, and if there are clear rules – then parents are doing a great deal right.

In this context, «accompanying» does not mean always sitting physically beside them. By the age of four or five, you can certainly let a child watch something on their own without looking over their shoulder the whole time. But you should be aware of what they are watching, how they are feeling whilst doing so, and what they are taking away from it. You can only do this once you have accompanied the child on their first few occasions and have been able to form your own impression.

Organisations such as Pro Juventute recommend limiting screen time for nursery-age children to between 30 and 60 minutes a day. What do you think of such guidelines?

As a researcher, I have to say: it's not possible to pinpoint this down to the minute. Even if you set the limit at one hour, the effects vary depending on the child, the family situation or the media content. It cannot be reduced to a single figure. Nevertheless, many parents and experts value such guidelines because they provide guidance. At the same time, I wonder: how does it affect parents’ feelings of guilt when the one-hour limit is exceeded? Is just ten minutes more enough to call their entire parenting into question? That's what I'm currently researching. But one thing is certain: as with sugar or salt, the same applies to digital media – the less, the better.

«Paw Patrol» or «Barbie»: Is there such a thing as «good» and «bad» media content for children of this age?

This is a question that's currently very much on our minds, and the answer is less clear-cut than you might think. As part of the Kidim study, we took a close look at the 20 most frequently mentioned media programmes. We were aware of these because parents had kept a diary recording what their children were watching or playing. If you take «Paw Patrol», for example, you'll find problem-solving strategies, social interaction and a spirit of helpfulness – but no encouragement to get moving or interact with the screen. A programme devoted solely to dancing, on the other hand, is all about dancing.

TikTok, YouTube and similar platforms are not suitable for children if they are not supervised.

So how do parents decide what their children are allowed to watch?

What I recommend to parents is to stay one step ahead. Content that focuses on entertainment isn't bad in itself, but you should know why you're allowing it. Is my child not getting enough exercise? Then I think a dance programme is perfectly fine. Do I want to create a connection with my own childhood heroes? Then we'll watch *Asterix* together.

Do I want to prevent my child from being socially excluded because everyone is talking about a particular TV series? That, too, is a valid reason. But only then do I actually take a proper look at the content before giving my consent. And if, in doing so, I notice that there is violence, that the pace is too fast, or that my child can't stop thinking about it afterwards, I must also be able to set boundaries. That's part of being a supportive parent.

Which areas of development do you pay particular attention to?

When it comes to language. Although children of nursery age can already understand a great deal of what is happening on screen, language is consolidated through social interaction. I notice this with my own five-year-old son: I think he's understood a word he's heard on a programme. And then it turns out that he's remembered it incorrectly because the pronunciation was unclear.

It's only once I've explained it to him, he can read it from my lips, and we've used it a few times that it really sinks in. The screen provides input, but social interaction is what really helps it sink in. The second area is the emotional one. If content causes fear, depicts violence or features things that overwhelm children, this can have a lasting effect – especially if you miss the moment to address it. Children of this age cannot always clearly distinguish between reality and fiction. That's why guidance is crucial.

And which programmes or formats should parents not allow their pre-school children to watch?

TikTok, YouTube and similar platforms are not suitable environments for children when used unsupervised. Their algorithms are designed to keep users engaged for as long as possible. If even adults find it difficult to tear themselves away – how is such a young child supposed to be able to regulate their use? This is not just a responsibility for parents, but for society as a whole.

It's a good idea to explain to a young child what you're doing on your mobile phone.

Smartphone use is an issue that concerns many adults. What does the research say about this?

Of course, our own media use also takes time away from moments with our child. The more time I spend in front of a screen myself, the less I notice my child and the more often I miss a moment when I ought to have reacted. This isn't about pointing the finger, because these days we all use our mobile phones to do almost everything: work, appointments, socialising. But it's worth taking a close look from time to time: how much of this could be cut out or postponed to off-peak times? There's a remarkable study on this by the Zurich University of Applied Sciences (ZHAW), which observed babies. The researchers investigated what happens when the primary caregiver doesn't respond because they're looking at their mobile. Surprisingly, the child protests less, not more.

Why is that?

One hypothesis is that the child learns: in this situation, it's not worth seeking attention; Mum or Dad are absorbed in their own world. The study isn't finished yet, but it gives food for thought. The more often this happens, the more the child might conclude that it's best not to make themselves known at such moments. That's not what parents intend. But it shows just how keenly even babies can sense whether we're really available. What I find very helpful is explaining to the child what you're doing on your mobile phone – even to a very young child. «I'm just checking when we're picking Dad up», «I'm booking something for our day out». That's also a form of guidance, and it helps the child understand what's going on in the adult world with these devices.

What about families who have hardly any resources? Who are exhausted and have no support network?

This is an issue very close to my heart, and one we have researched. We visited neighbourhoods in Zurich, paediatricians’ surgeries and family centres, and interviewed parents with a wide range of resources, in a language-neutral and accessible manner. The results were revealing. The biggest concern for all parents was how to enforce rules regarding the use of digital media. However, there were also significant differences between families: in those with fewer resources, there is more often disagreement between the father, mother and grandparents about what is allowed.

Why is that?

There is a lack of time and energy to work together to develop a clear approach. For families with greater resources, this was less of an issue, as they probably had more time to discuss things. It is also interesting to note that families with greater resources are more concerned when their children come into contact with screens unintentionally – in a shoe shop, at the hairdresser's – or when they themselves need to use their mobile phone to sort something out. Families with fewer resources, on the other hand, are preoccupied with the question of how to get their child to get dressed or brush their teeth without having to use a mobile phone clip to motivate them. That's not a failure; it's simply the reality of life under pressure.

The vast majority of parents in the world want the best for their child, but not all families are in the same situation.

What would help?

What parents want is not a lecture, but practical support. How do we enforce shared rules? How do we take the pressure off everyday life? How can my child break the habit of constantly checking their mobile? To address this, we at the MMI have developed the Kidim Coach, a low-threshold support service via WhatsApp that professionals – such as those at the Mums and Dads Advice Service – can use to support families between appointments. Not as a substitute for face-to-face support, but as a bridge. After all, the vast majority of parents in the world want the best for their child. But not all families have the same circumstances. For many, it's more difficult, and we need to recognise that. And then ask: How can I support you? What information would you like?

In many families, grandparents help look after the children. What if they don't keep an eye on screen time and the content their grandchildren are watching?

Children are very good at switching between different sets of rules. They know that they might be allowed to do more at their grandparents’ house and that different rules apply at home. This isn't ideal, but it's not a big deal either, as long as the exception remains just that – an exception.

You're conducting research on this topic and have a child of your own who's of nursery age. What would you like to see?

Unfortunately, the reality is that media consumption in this age group varies greatly. Some children are allowed to watch virtually nothing, and what they are allowed to watch is closely supervised. Others are already using platforms that are definitely not suitable for four- or five-year-olds. I hope that we can consider, at all levels – research, practice and policy – how we can narrow this gap and how we can help families with poorer access to knowledge and resources to cope with the increasing digitalisation of our society. After all, what children need is, at its core, simple: time to experience lots of different things throughout the day, to play, to move around, to talk, and even to get bored – and to be guided as best as possible in their media consumption.