The World Health Organisation recommends no screen time for 0-2's and around 1 hour per day for 2-5 year olds. 

The early years are a crucial time for language development, which is best supported through real, responsive interaction with adults. Research shows that excessive or passive screen use in young children can reduce opportunities for conversation, turn-taking, and hearing rich language, all of which are essential for building vocabulary and communication skills. 

Screens are designed to deliver fast, repeated bursts of stimulation that trigger dopamine, the brain's "reward" chemical. In young children, whose brains are still developing, this can lead to a preference for high-intensity screen input over slower, real-world experiences like play, conversation, and exploration. Over time, frequent exposure can make it harder for children to sustain attention, tolerate boredom, or engage deeply in activities that are essential for healthy development

Prolonged or highly stimulating screen use can raise stress levels in young children by increasing cortisol, the body's primary stress hormone. For children aged 0–5, whose nervous systems are still developing, this heightened arousal can make it harder to regulate emotions, settle after screen use, and transition to calm activities such as sleep or play. Limiting screen exposure and prioritising predictable routines, connection, and calm, responsive interactions helps support healthy stress regulation in the early years.

Young children often find transitions away from screens challenging because screen activities are highly stimulating and do not naturally pause or respond to a child's emotional cues. When screen time ends abruptly, children may struggle to regulate their emotions, leading to frustration or meltdowns. Supporting gentle transitions—through clear time limits, verbal warnings, visual timers, and calm adult support—helps children feel secure and develop early self-regulation skills.

For some autistic children, screens can feel especially regulating because they are predictable, visually engaging, and controllable. While this can be calming in the short term, frequent or prolonged screen use may reduce opportunities for shared attention, communication, sensory exploration, and social interaction, which are important for early development. A thoughtful, balanced approach—where screens are limited and supported by responsive adults, play, and meaningful interaction—helps ensure screens do not replace experiences that build connection, communication, and regulation.

Babies (0–1 year)

At this age, real-world interaction matters most. Use screens sparingly and focus on warm, face-to-face time.

• Keep screen time very limited; short video chats with family are usually enough.
• Choose calm, simple content with gentle sounds and clear images if you use screens.
• Always co-watch, talking to your baby about what you both see.
• Turn off background TV so your baby can focus on play and your voice.
• Start a routine where mealtimes and bedtime are always screen-free.

Toddlers (1–3 years)

Toddlers learn best by moving, exploring, and copying you. Use screens as a small, guided part of their day.

• Limit screen time to short, planned sessions, leaving plenty of time for active play.
• Pick slow-paced, simple shows or music made for toddlers, without ads.
• Co-watch or co-play, naming objects, singing along, and encouraging movement.
• Set clear rules like “no screens during meals” and “screens off 1 hour before bed.”
• Use screens to spark real play, such as dancing together to a song or copying an activity.