Screen Time for Babies and Toddlers: What the Research Really Says and Why Early Habits Matter

In late 2024, Australia made global headlines by announcing a ban on social media for under-16s. It was a bold and unprecedented move designed to protect children’s mental health, wellbeing and development.

While the policy targets teenagers, it has sparked an important and much earlier question for parents, educators and policymakers alike:

If screens are harmful enough to restrict at 16, what does that mean for babies and toddlers whose brains are still being built?

At Kidz Kabin, this question sits at the heart of our approach to early childhood. Because long before social media becomes a concern, the foundations of attention, emotional regulation, curiosity and learning are already being laid, day by day, habit by habit.

This article explores what the research says about screen time in the early years, why repetition matters, and why play, nature, stories and human connection remain the most powerful learning tools a child has.

Why the Australian Ban Matters (Even for Under-5s)

Australia’s under-16 social media ban is rooted in growing evidence linking excessive screen use to:

• Increased anxiety and depression

• Reduced attention span

• Sleep disruption

• Poor emotional regulation

While babies and toddlers aren’t scrolling social feeds, the mechanism of habit formation is the same.

Neuroscientists have long understood that the brain develops through repetition. What a child repeatedly experiences becomes wired as “normal”. The behaviours that calm them, stimulate them or occupy them in the early years are the ones their brain will seek again later.

This is why early childhood matters so profoundly.

If a child learns from infancy that boredom is solved by a screen, their brain learns that external stimulation regulates them.

If a child learns that boredom leads to play, imagination, movement or connection, their brain learns that it can regulate itself.

The difference echoes throughout childhood and adolescence.

What the Research Says About Screen Time in the Early Years

When talking about screen time for young children, researchers and health organisations do offer specific guidance, but it always comes with context and purpose.

Babies 0–18 months:

Recommended: None (except video calls with family)

This is the strongest and most consistent recommendation from both the World Health Organisation (WHO) and the American Academy of Pediatrics (AAP). Before 18 months, babies learn best from human interaction and sensory experiences; not screens.

There is clear evidence that screen exposure in infancy is linked to delayed language development and reduced attention. Screens simply cannot replace the back-and-forth responsiveness of a caring adult, and babies learn through response.

Toddlers 18–24 months:

Toddlers are curious, energetic and imaginative, and their brains are exploding with growth. At this stage, studies suggest that if screens are introduced at all, they should be very limited to short, intentional sessions (approximately 5 minutes at a time), focused on interactive, educational content and always co-viewed with a parent or carer.

Studies suggest that excessive screen use is associated with

• Shorter attention spans

• Increased emotional dysregulation

• Reduced physical activity

• Less imaginative play

  
  

Importantly, it’s not just what children watch, but what replaces play. When screens displace pretend and imaginative play, storytelling, outdoor movement and social interaction, children lose essential opportunities to practise language development, problem-solving, emotional expression and self-regulation.

This is why early years educators place such emphasis on play-based learning; not as a “nice extra”, but as a neurological necessity. You can explore this further in our article Learning Through Play: How Play Builds Early Literacy, Maths & Social Skills.

Pre-schoolers 2–5 years:

By preschool age, limited, high-quality screen use can be appropriate, but boundaries remain crucial. Research from the OECD and UK Early Years Foundation Stage (EYFS) highlights that:

• Passive screen consumption offers little developmental value

• Interactive, adult-supported experiences are more beneficial

• Excessive screen use is linked to reduced executive function skills

Executive function, which includes attention, memory and emotional control, is one of the strongest predictors of school readiness and long-term wellbeing.

These skills are not built by swiping or watching, but are instead built by:

• Playing games with rules

• Listening to stories

• Solving problems

• Negotiating with peers

• Exploring outdoors

Examples of positive screen use may be a short, interactive story app with a caregiver, a wildlife documentary together followed by a conversation or video calls with family members. These can be positive if they are interactive, age-appropriate, viewed with a caring adult and balanced with plenty of real-world play, nature time and social interaction.

Screens in the Real World: Being Responsible, Not Rigid

It’s important to be honest and realistic. Zero screen time is not always possible and the AAP acknowledges that screens are part of life. However, it emphasises that quality and context matter far more than quantity.

Families use screens for:

• Connecting with far-away relatives

• Navigating travel days

• Managing brief periods of rest for tired siblings

• Participating in guided educational content

Life can be complex, and technology can support development when used thoughtfully. What matters most is how screens are used, rather than just how much.

Here’s what research and child development experts consistently recommend for all ages:

• Co-view: children benefit most when a caring adult participates by narrating, explaining and expanding on content.

• Choose purposeful content: not random videos or games, but content that sparks conversation, curiosity and learning.

• Balance with real-world experiences: every minute of screen time should be balanced with free play, outdoor exploration, human interaction and storytelling.

• Avoid screens as an emotional “fix”: using screens to calm big feelings can create habitual reliance. Instead, offer comfort, play, physical activity or simple conversation. These are the exact same ingredients that help regulate mood over the long term.

  
  

This balanced, intentional approach respects both child development science and modern family life.

Helping Children Build Healthy Media Habits Early

The early years are about teaching children how to engage with the world in rich, meaningful ways.

Positive habits include:

• Naming feelings instead of defaulting to screens

• Encouraging play before passive observation

• Making routines predictable and human-driven

• Using screens as occasional tools, not emotional crutches

Australia’s decision to restrict social media under 16 is not discouraging technology, but it’s reminding us that habits formed early carry forward. What children practice in the early years (attention, curiosity, imagination and resilience) becomes the foundation they bring into adolescence and adulthood.

The Role of Repetition: Why “Just a Little” Adds Up

Early childhood is when the brain learns how to learn.

When children consume screens, they're consuming content and absorbing patterns.

If a screen becomes the default response to boredom, distress, waiting and quiet moments, then their brains learn to expect constant stimulation.

Neuroscientists refer to this as dopamine conditioning. The brain becomes accustomed to fast, rewarding input and struggles with slower, effortful activities later on.

This is one of the concerns driving movements like Smartphone Free Childhood, which aim to delay exposure and protect children’s developing attention systems.

What Parents Often Worry About (And What Actually Helps)

Many parents worry that their child will fall behind if they don’t use screens. However, research suggests the opposite.

Children who engage more in conversation, pretend play, physical movement and shared reading, for example, show stronger outcomes in language, social skills and emotional regulation.

This is why the EYFS prioritises real-world experiences rather than digital learning in the early years. You can read more about this in our article EYFS Milestones: What Parents Can Expect From 6 Months to 5 Years.

What Happens at Kidz Kabin

At Kidz Kabin, we replace screens with experiences known to build strong brains. Examples include:

• Forest school and outdoor exploration

• Storytime and shared books

• Sensory play and tuff trays

• Imaginative play

• Trips to the library and parks

• Real conversations with responsive friends and adults

  
  

These experiences build attention span, emotional resilience, language and communication and curiosity and creativity. They also help children learn to sit with boredom, solve problems and regulate emotions, which are skills that protect mental health long into the teenage years and beyond.

The only time screens are used at Kidz Kabin are when we access the See and Learn app for our additional needs children, which improves their communication and is advised by professionals. This is done 1:1 and is not a group activity. We also use a screen to show Makaton signs. In either case, children are never left unattended with screens.

So… How Much Screen Time Is Okay?

Evidence-based guidance suggests:

• 0–18 months: None (except video calls with family)

• 18–24 months: Minimal, supervised use only

• 2–5 years: Short, purposeful use with adult interaction; not passive viewing

But context matters. What children do most often is what shapes them.

The Habits We Build Now Shape the Adults They Become

Australia’s under-16 social media ban recognises that children’s mental health is shaped long before adolescence. By the time habits feel hard to change, the pathways are already there.

The early years give us a powerful opportunity:

• To protect attention.

• To nurture curiosity.

• To build resilience through play, connection and nature.

  
  

At Kidz Kabin, we believe childhood should be lived through muddy hands, shared stories, open skies and all.

Because screens can wait. But childhood can’t.