Screen time

 

Our company mission is to make a positive impact on children’s development, grounded in the latest early childhood research. We want to help parents navigate the digital landscape thoughtfully and understand the role of apps and other “screen time” in a child’s world.

 

Although screens have become a big part of everyday life, it’s essential to approach them with care and awareness.

 

How Much Screen Time is Okay?

 

Interestingly, there’s no strict rule about how much screen time is healthy and research on the topic is still evolving. While some concerns exist, experts are yet to reach a universal consensus on the specific impact of screen time. However, there are key questions from the Royal College of Paediatrics and Child Health (RCPCH) that help guide thoughtful screen use:

 

Is your family’s screen time under control?
Does screen use interfere with family activities and goals?
Does screen use interfere with sleep?
Are you able to manage snacking during screen time?

 

If you can comfortably answer these questions with a “yes,” your family is likely finding a healthy balance. But our take is this: screen time should be a “last resort” rather than a default. When you do turn to screens, we should make sure the content is high quality — no endless scrolling, ads, or mindless TV. Even better is to enjoy screen time together with your child when you can (we’ll dive into why that matters below).

 

The Power of Schemas in Early Learning

 

From the moment babies start observing and interacting with the world, they’re engaged in something called "schematic exploration". This natural curiosity leads them to explore foundational concepts like trajectory (movement), enclosure (one thing inside another), and positioning (arranging objects). These early explorations lay the groundwork for future learning.

 

For our first app we wanted to offer an open-ended activity rather than a game with rules. In the world of early childhood education, this is called "pure play". There’s no winning or losing, only opportunities for children to explore and follow their curiosity. It’s a safe, structured space that balances freedom with boundaries, empowering children to discover at their own pace.

 

Playing Together

 

As parents, we know there are times when keeping your child occupied while you do something else is completely unavoidable! And that’s okay. But whenever possible, shared play — with or without screens — can be incredibly rewarding. Studies show that when a supportive adult joins the child’s play, offering “empathetic response cues”. This can be as simple as saying things like:

“Wow, you made the cow jump!”
“The chicken laid an egg! What happens if you press the egg?”
“Where’s the cat? Did it go into the basket?”

 

The goal here isn’t to teach or direct, but to connect, and meet them at their level. Let your child lead; your role is to respond with enthusiasm and curiosity, following their discoveries as they unfold. Sometimes, saying less is more — allowing them to dive deep into their play without interruptions.

 

Building Closeness Through Play

 

What makes this approach so powerful? When you listen to and observe your child’s play, you’re forming a genuine connection. Rather than focusing on imparting knowledge, you’re co-discovering the world with them, creating a partnership in their exploration. This shared experience brings warmth, fosters trust, and nurtures an atmosphere of joy. Watching your child’s thinking evolve in real-time is not only fascinating but strengthens your bond with them as you see the world through their eyes.

 

 

 

References

 

Atherton, F. and Nutbrown, C. (2013) Understanding Schemas and Young Children: From birth to three. London. Sage.

 

Athey, C. (2007) Extending Thought in Young Children (2nd edition). London: Paul Chapman Publishing.
 

Brierley, J. (1994) Give Me a Child Until He is Seven: Brain Studies and Early Childhood Education. London: Routledge Falmer.

 

DfE Early years foundation stage (EYFS) statutory framework
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

 

Friedman, D. (2006) What Science is Telling Us: How Neurobiology and Developmental Psychology are Changing the Way Policymakers and Communities Should Think about the Developing Child. Cambridge, MA: National Scientific Council on the Developing Child (Harvard University)

 

Gopnik, A., Meltzoff, A. and Kuhl, P. (1999) How Babies Think. London. Phoenix.

 

Nutbrown, C. (2001) Watching and learning: the tools of assessment. In G. Pugh (ed.), Contemporary Issues in the Early Years: Working Collaboratively for Children. London: Paul Chapman Publishing

 

Moyles, J. (ed.) (2010) The Excellence of Play (3rd edition). Maidenhead:McGraw-Hill / Open University Press.

 

Winnicott, D. W. (1971) Playing and Reality. London: Tavistock.