At the Child Development and Guidance Centre, we stress to parents that they need to stop screen time. Most of our brain development occurs by the age of 5. When children have too much screen time during these formative years, it can lead to impairments such as speech delays and social communication delays.1 When children are already experiencing developmental delays, screen time can worsen/intensify the challenges.
Screen time should also not be used as a way to calm a child down. The device then becomes a crutch, and they are not learning any self-regulation techniques. This makes dealing with tantrums and meltdowns harder on them, and harder on parents, caregivers, teachers, etc.
What is Screen Time?
Screen time includes any use of a device:
- Smart phones
- Tablets
- Televisions
- Computers
- Video games
Tips for Stopping Screen Time
Especially for children that are used to having a lot of screen time, taking it away can be challenging. It is important to prepare to the best of your ability for your child to protest; DO NOT GIVE IN.
Ideally, screen time for all children would be zero, but that can be extremely difficult. The goal is to limit it as much as possible. Here are some tips:
- Engage in other activities, for example: playing, reading, colouring, outdoor activities, chores
- Be a role model – when engaging with your child, put the devices away
- Set rules around screen time (when, where, how much) – communicate these with your child
- Schedule out screen time
Early Interactions is Key
As mentioned, most brain development occurs by the age of 5. Based on a child’s experiences, their brain forms pathways of learned information. The best way for children to learn is through interactions with trusted adults. These interactions are key for learning skills, behavioural expectations, self-soothing, social development2, and language development2, among others. One example of these interactions is serve and return. This includes picking up on a child’s cues (serve), such as crying, and responding to that cue (return), such as hugging a crying baby.3
PRIDE Skills
PRIDE skills is a tool that is meant to guide interactions in early development:
- P – Praise: Using specific language that shows a child they’re doing a good job. Example: “good job waiting.”4
- R – Reflect: Repeating your child’s words that you want to hear more of.4
- I – Imitate: Allowing a child to lead play, and doing it alongside them. Example: if you give your child paper and crayons and they decide to draw a car, draw one too! 4
- D – Describe: Giving language to what your child is doing. Example: as a child is building blocks, a parent can say “building a tower.”4
- E – Enthusiasm: It is important that whoever is playing with a child shows that they are happy to be playing with them. It keeps them engaged and models positivity.4
For more information:
Resources
- Mayo Clinic. (n.d.). Screen time and children: How to guide your child. https://www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/screen-time/art-20047952
- British Department for Education. (n.d.). Interactions. Help for Early Years Providers. https://help-for-early-years-providers.education.gov.uk/areas-of-learning/communication-and-language/interactions
- Center on the Developing Child Harvard University. (n.d.). Serve and return. https://developingchild.harvard.edu/key-concept/serve-and-return/#:~:text=When%20an%20infant%20or%20young,child’s%20development%20and%20well%2Dbeing
- Alaska Behavioural Health. (2023, August 28). Parent-child interaction therapy: PRIDE skills [Video]. YouTube. https://www.youtube.com/watch?v=OQidbpYkHuc
November 20, 2025 – Jorja Mederick