Kids' Screentime in a Media-Immersed World

Smart devices have changed the concept of screentime. Before, it used to be television usage, now it includes devices of all sorts—computers, tablets, and cell phones, too. Usage of screens for little ones have increased the likeliness of children needing glasses earlier (simply because of too much “nearwork,” meaning it isn’t just the “nerds” anymore who wear glasses), but that is just the tip of the iceberg of screentime-related problems.

According to the American Academy of Pediatrics, there should be no screen time for children under 18 months, one hour a day for 2- to 5-year-olds, and no more than two hours a day for children 6 years and older. There are exceptions placed for video chatting (particularly with family who are not present at home) and educational materials, but always with the recommendation of using the device with adult supervision and for a limited time.

The Montessori way

When our eldest was little, I used to read books and watch videos about the Montessori way. I was inspired by Maria Montessori’s teachings and emphasis on helping the child help himself—so early on, my girls were buttoning their shirts, pulling up their pants, and pouring water into their glasses by themselves. I set up the play area so they could pull out their own chair, pack away their toys in neat trays (not quite followed), and make their own orange juice. They learned to wash their own hands, use the spoon and fork, and miss them when they fumbled.

Maria Montessori did not write about screentime; she did not see the screens as we know it today. Instead, Montessori schools and educators use her principles and apply them to today’s landscape of learning. According to the Montessori Academy:

“[L]earning comes from interacting with real-world objects, exploring natural materials, and practicing self-directed activities, rather than passive screen-based activities…. Montessori principles do not necessarily reject screens but suggest that screen time should be balanced with hands-on, real-world experiences. The key lies in using screens mindfully, ensuring they support—rather than replace—the rich, engaging activities that are central to a child’s development.”-Montessori and Screen Time, Montessori Academy

On the other hand, teacher Gabi Francisco, who teaches at Regina Maria Montessori, opines that it would be better if screens can be eliminated totally. "[I] fully support the move towards limiting (if not completely banning) screens in schools and homes," she says. "When I taught in Montessori preschool, I witnessed firsthand how children learn best with manipulatives, objects they can hold and feel and use their senses with, especially when guided by a trained adult.

"Screens, by nature, are two dimensional, and not only do kids learn less from screens, their brains are also affected by an overload of stimuli from colors and sounds of shows that in no way match real life," the teacher reasons. "What's happening when parents use the cellphone or tablet to distract their young one long enough to get some important household chores done? They're impairing their child's development in so many areas: cognitive, linguistic, emotional, etc. Study after study shows screens do more harm than good, especially when very young. It was an awful necessity back [then] during the pandemic, but it's no longer the case now (thank God!). At the end of the day, children learn best with face-to-face learning, amongst peers."

Modeling

While there is no total way to eliminate screens (they have become too integrated to life in general), there is a way for parents and caregivers to lessen the effects of screentime on kids at home. I leave the recommendations on how much screentime, what digital media to use, at what age to give them screens, and when not to use screens, etc. to the doctors and educators. What I want to focus on instead is the Montessori concept of “modeling.”

The idea is a teaching tool in the Montessori classroom: the teacher demonstrates how to use the materials, then the child imitates what she did. The goal is for the child to understand concepts (like how things fit together, or the value of 100) by using the materials the same way Teacher did.

This concept can be taken further; modeling happens as the parents, teachers, and caregivers speak, act, work, and care for the children. What we do creates impressions on the children, whether or not we think they are watching us. Maria Montessori herself wrote in The Absorbent Mind, “The child absorbs these impressions not with his mind but with his life.”

When I hear my children talk to each other, I hear the verbal ticks of my husband (“basically” and “for some reason” are the more popular). I also hear some of mine: “I’m going to tell you something ha” and “Ay naku!” (“Oh my!” is a rough translation). If the way we talk makes a big enough impression for them to pick up our catch phrases, won’t the way we use our screens be a teaching point as well?

Examine your screentime conscience

The meat of the matter, then, is not using a timer to check how many minutes (or hours) the child has spent watching nor ensuring that the child is consuming media with an adult beside her. It is our own use of screens that can help us succeed in teaching the little ones to have a healthy relationship with media consumption.

Think about it: do we want the children to watch one video after another? Scroll endlessly through social media? Use gaming apps while eating, walking outside, or trying to sleep? No? Then don’t model it. Because if we do those very things, they will do it too.

Instead, do model things that you want them to imitate: communicate with candor and respect, pray, do the chores, work or study with focus, clean as you go, take a break by walking outside, and be cheerful, spread joy. Because life is not about watching screens… it’s about living!

"It is our own use of screens that can help us succeed in teaching the little ones to have a healthy relationship with media consumption."