Screens are part of modern childhood. They’re used at home, in schools and even in therapy settings. For many families, screen time offers a moment of calm, a way to connect, or a much-needed break … but what does the research say about screen time and its impact on communication development?

What the Research Tells Us

Research shows that more screen time generally does not help communication development — and may even hinder it. A 2020 review of 42 studies found that children who spent more time on screens had lower language skills [1], and similar findings have been seen in toddlers [2] and in children aged 17–36 months [2].

Additionally, children who begin using screens at an earlier age often show weaker language and cognitive skills later on [3, 6], which is why guidelines recommend avoiding screen time for children under 2 years of age [7, 8].

Importantly, not all screen use is the same. Some educational programs (like Sesame Street or Dora the Explorer) have been shown to support language for children over 2 — especially if they label objects, speak directly to the child, and allow time for the child to speak back [3, 9, 10]. But even then, the evidence is mixed — other studies found no benefit even from educational content [5].

The strongest and most consistent finding? Interaction matters most. Children who co-view content and talk about it with their caregivers tend to have better language outcomes than those who watch passively [3].

Why Screen Time Matters in Early Communication

Children build language through relationships — by hearing words in context, seeing facial expressions, taking turns, and feeling connected. When screen time replaces these moments, it can limit opportunities to learn communication naturally.

This is particularly important for children with language delays or who are neurodivergent, as they may already need extra support to build their skills. Let’s explore what this means for each group.

Children with Language Delays: What to Watch For

Children with language delays may struggle to express themselves, understand others, or use grammar and vocabulary. These children benefit from more interactive, real-life communication, not less.

  • Passive screen time (watching alone or with minimal interaction) is often linked to lower vocabulary and language development [3, 4, 5].
  • Too much screen time can reduce real-time conversations, with less opportunities to engage in back-and-forth talk with others and less time learning about and practicing how to communicate.
  • In contrast, interactive screen time, where an adult co-watches, comments, and asks questions, can support learning — especially if the content is slow-paced and language-rich.

Next time you are with your child … Pause a show and say, “What’s going to happen next?” or “Can you find the blue truck like the one we saw today?”

Neurodivergent Children: Supporting Their Unique Needs

Neurodivergent children — including those with autism, ADHD, or developmental differences — may relate to screens in unique and important ways. For some, screens offer:

  • A predictable and calming way to engage.
  • Visually strong input that aligns with how they process information.
  • A helpful tool for self-regulation or transitions.
  • An opportunity to develop technological talents and find avenues for learning in special interest areas.

Getting the balance just right is the key!

Too much or inflexible screen time can:

  • Limit opportunities to practice social and communication skills.
  • Make it difficult to engage in other activities.
  • Contribute to frustration when screens are turned off.

What can help is using screen time as a bridge: Join your child in their interests and build real-life play and communication from there. If they love a character, read related books or act out scenes with toys.

So… How Much is Too Much?

Based on current guidelines and research:

  • Under 2 years: Avoid screen time (except for video chats) [7. 8].
  • 2–5 years: Limit to 1 hour per day, co-viewed and discussed.
  • Over 5 years: Focus on balancing screen time with physical activity, sleep, social play, and learning.

Remember! It’s not just about quantity — it’s about quality, context, and connection.

Our Golden Rules for Smart Screen Use

Connect first: Prioritise real interaction — with eye contact, conversation, and shared experiences.

Co-watch and talk: Label what’s on the screen, ask questions, and link it to your child’s world.

Don’t forget about books and playtime: Don’t let screen time take priority over the two most powerful avenues for communication development – mindful, interactive playtime with your child and book reading routines.

Be mindful of timing: Avoid screen use during meals, before bed, or when emotions are running high.

Respect individual needs: Some neurodivergent children benefit from screen routines — and that’s okay.

Model balance: Show your child what healthy screen habits look like by practicing them yourself.

Final Thoughts

Screen time isn’t the enemy but it should never replace what matters most … real connection, real words, and real play. No matter whether your child is developing typically, has a language delay, or is neurodivergent, the best thing you can do is be there with them, screen or no screen.

Every family is different, and every child’s communication journey is unique. If you’d like support in making screen time work for your child, our team of speech pathologists is here to help.

References

  1. Madigan, S., McArthur, B. R., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). JAMA Pediatrics, 174(7), 665-675.
  2. Dynia, J. M., Dore, R. A., Bates, R. A., & Justice, L. M. (2021). Infant Behavior and Development, 63, 101542.
  3. Alroqi, H., Serratrice, L., & Cameron-Faulkner, T. (2022). Journal of Child Language, 1–29.
  4. Supanitayanon, S., Trairatvorakul, P., & Chonchaiya, W. (2020). Pediatric Research, 88(6), 894–902.
  5. Council on Communications and Media. (2016). Pediatrics, 138(5):e20162591.
  6. Ponti, M. (2022). Canadian Pediatric Society.
  7. Wright, J. C., et al. (2001). Child Development, 72, 1347–1366.
  8. Linebarger, D. L., & Walker, D. (2005). American Behavioral Scientist, 48, 624–645.
  9. Krcmar, M. (2014). Journal of Broadcasting & Electronic Media, 58, 196–214.
  10. Tomopoulos, S., et al. (2010). Archives of Pediatrics & Adolescent Medicine, 164(12), 1105–1111.