Screen Time Shaping Sensory Processing Tendencies
With the fast-paced, high-tech world we live in, it seems almost impossible at times to limit your child’s screen time or not give them an iPad. Studies are finding that high levels of screen time early in life can lead to atypical processing of sensory information later in life. Finding useful and appropriate ways to regulate a child’s behavior other than a device can build higher levels of sensory processing abilities and greater self-regulation skills. With studies finding a common regulation technique (devices) in society today being one of the tools causing kids higher levels of dysregulation in their systems it is important to focus on the ways to regulate that have evidence-based reasoning and research to back them.
What You Need To Know
Exposure to digital media early in life is linked to sensory processing outcomes that aren’t typical (Heffler et al., 2024). Based on findings from this study, all major news outlets published posts discussing this matter and bringing concerns to the forefront of many caregivers’ minds. With easy access to devices and increases in time spent on them, there are decreases in interactions and play that provide appropriate support to a child’s development. According to the American Academy of Pediatrics (AAP), setting media-free times and places as a family can help limit use in a world where it is a touch away (Children’s Hospital of Orange County, 2016). Youth ages 11 to 14 spend around 9 hours daily in front of a screen using media for entertainment, with 1 to 2 hours being the recommended time for that age (National Center for Chronic Disease Prevention and Health Promotion, 2016). This impacts a child’s daily function with brain changes from different sensory exposures, which shape a child's behaviors (Heffler et al., 2024). With many children having sensory processing differences due to genetic reasons, it is vital that, as caregivers, the risk factors for sensory processing alterations, such as digital media, be limited to prevent further changes in a child’s sensory processing. One study found children with ASD typically have more extended amounts of screen time than typically developing children. Of the children with ASD, those with longer amounts of screen time have higher sensory processing symptoms and behaviors (Dong et al., 2021). This can look like low registration of sensory stimuli (not reacting as expected to sensory input), sensory avoidant (not wanting certain sensory experiences), and sensory seeking (looking for more intense/higher levels of sensory input) (Heffler et al., 2024). Longer screen time also impacts physical activities and gross motor abilities, fine motor abilities, and adaptive behaviors (Dong et al., 2021). It is crucial to consider what we expose our children to, which can be overwhelming in a constantly evolving and fast-paced world. Our blog and website offer tools, equipment, and education to support parents in making evidence-based decisions.
American Academy Of Pediatrics Recommendations
If a child is 18 months or younger, it is recommended that no screens are used unless video chatting with family or friends.
If a child is 18 months to 2 years, screen time should be avoided and, if used, done with an adult. The material watched should be educational and high-quality.
If a child is 2-5 years old, screen time should be limited to an hour a day with an adult present to ensure material can be understood and applied.
If a child is six years or older, there needs to be consistent limits on the amount of time and type of media watched. This depends on what a parent feels comfortable with or the work they may be required to do on technology for school or other purposes. Ensuring that the media does not prevent adequate sleep, exercise, and social participation is essential.
What to Look For
Behaviors that are associated with both sensory processing that is atypical and early digital media exposure are sleep problems, ADHD, dysregulated emotions, lower levels of executive functioning skills, and behavioral difficulties (Heffler et al., 2024). It is essential to be aware of your children’s behaviors and to consider them when trying to support your child’s development. During the first five years of life, the brain develops at high levels, offering a great time to mold and shape the brain. Screen time affects children's focus and emotional regulation abilities (Swider-Cios et al., 2023). It is essential to consider all of the developing systems in early childhood, such as executive thinking, language, attention, and memory. Children with autism spectrum disorder with higher screen time levels see impacts in their language development (Dong et al., 2021). Socioemotional development and cognition are vital skills in schools, which are impacted by larger doses of screen time in all children (Dong et al., 2018). The development of skills regarding emotions in social environments can be supported by increased play, reading, and social interactions, which is currently being taken up by media usage (Dong et al., 2021; Mendelsohn et al., 2018). Play teaches children skills such as communication with others, sharing, and regulating emotions. Self-regulation is imperative for children to learn and be successful, and it can be built by the ability to communicate and regulate emotions (Bredikyte & Brandisauskiene, 2023). To support our children’s school success, think of what they can access and all the screens they may use throughout the day.
Other Options for Self-Regulation and Supports for Sensory Processing
Here are self-regulating strategies that can be used at home, on the go, or at school! All can be found and are linked to our site!
Place in rooms for visuals of how children can move to help with focus, reconnecting with your body (interoception), and resetting (self-regulating).
Can be placed in rooms for repetitive noises that provide a calming role on a child’s body while also being able to block outside noises, increase attention, and support a child in regulating their emotions.
Chewies such as the Z-Vibe Oral Motor Kits
Help with oral motor sensory processing with vibrations and provide an appropriate way to self-regulate in all settings!
Sensory Table (Sensory Fillers)
Allows for fun and tactile exploration, which helps with the sensory processing of various stimuli while also supporting the regulation of a child. It is a fun activity that doesn’t involve technology and provides hours of fun!
Rainbow alphabet pasta, sand, magnets, sand toys, rice, beans, and orbeez are all examples of fillers for bins!
References
Bredikyte, M., & Brandisauskiene, A. (2023). Pretend play as the space for development of self-regulation: Cultural-historical perspective. Frontiers in Psychology, 14, 1186512. https://doi-org.pearl.stkate.edu/10.3389/fpsyg.2023.1186512
Children’s Hospital of Orange County. (2016, December 7). How much screen time is too much? CHOCChildrens. https://health.choc.org/much-screen-time-much/
Dong, H.-Y., Wang, B., Li, H.-H., Yue, X.-J., & Jia, F.-Y. (2021). Correlation Between Screen Time and Autistic Symptoms as Well as Development Quotients in Children With Autism Spectrum Disorder. Frontiers in Psychiatry, 12, 619994–619994. https://doi.org/10.3389/fpsyt.2021.619994
Heffler, K. F., Acharya, B., Subedi, K., & Bennett, D. S. (2024). Early-Life Digital Media Experiences and Development of Atypical Sensory Processing. JAMA Pediatrics, 178(3), 266–273. https://doi.org/10.1001/jamapediatrics.2023.5923
Ho, S. N. J., Yu, M. L., & Brown, T. (2024). The Relationship Between Children’s Screen Time and the Time They Spend Engaging in Play: An Exploratory Study. Journal of Occupational Therapy, Schools, & Early Intervention, 1–20. https://doi-org.pearl.stkate.edu/10.1080/19411243.2024.2333276
Mendelsohn, A., Brockmeyer Cates, C., Weisleder, A., Berkule Johnson, S., Seery, A., Canfield, C., Huberman, H., Dreyer, B. (2018). Reading aloud, play, and social-emotional development. Pediatrics. 5, 141. https://doi.org/10.1542/peds.2017-3393
National Center for Chronic Disease Prevention and Health Promotion (U.S.) (2016). Screen time vs. lean time : age group 11-14.
Suggate, S. P., & Martzog, P. (2021). Children’s sensorimotor development in relation to screen-media usage: A two-year longitudinal study. Journal of Applied Developmental Psychology, 74, 101279-. https://doi.org/10.1016/j.appdev.2021.101279
Swider-Cios, E., Vermeij, A., & Sitskoorn, M. M. (2023). Young children and screen-based media: The impact on cognitive and socioemotional development and the importance of parental mediation. Cognitive Development, 66, 101319-. https://doi.org/10.1016/j.cogdev.2023.101319