Screens in Primary: the benefits and risks of digital learning
Screen time is a topic of growing interest, especially in Primary. At this stage, when cognitive and social skills are taking shape, the impact of technology can be both positive and negative. We look at the main risks and benefits of screen use and offer recommendations based on recent research.
Risks of excessive screen use in Primary
Although screens can be useful, excessive or inappropriate use can have negative effects:
- Attention problems
Spending more than two hours a day on devices is linked to greater difficulty sustaining attention, which affects learning in the classroom (Tamana, S. K., et al., 2019).
- Sleep disturbances
Screen exposure before bed interferes with melatonin production. This can cause insomnia and affect academic performance (Muppalla S. K., et al., 2023).
- Impact on social skills
Excessive screen use is linked to symptoms of anxiety and depression and to a reduced ability to regulate emotions in children (Domingues-Montanari, S., 2017).
- Sedentary behavior
Screen-related sedentary behavior contributes to childhood obesity and reduces time for essential activities such as exercise and outdoor play (Guthold, Re. et al., 2019).
Potential benefits of screens in Primary
When used thoughtfully and under supervision, digital devices can boost students’ learning and skills:
- Educational tools
Well-designed apps and digital platforms can improve understanding in subjects such as math and science, promoting skills like critical thinking and problem solving.
- Developing digital skills
Using technology responsibly is key to preparing children for a digital future.
Recommendations for healthy use
How can we make screens an educational tool rather than an obstacle? Following guidelines from organizations such as the WHO and the American Academy of Pediatrics, here are some practical recommendations:
- Set clear limits: For children ages 6 to 12, a maximum of 2 hours of screen time a day is recommended, including both recreational and educational time.
- Prioritize educational content: Choose apps, videos, and games that promote learning and are appropriate for the student’s developmental level.
- Use screens together: Adult guidance is crucial to help children understand the content and encourage critical reflection on what they see.
- Avoid screens before bed: Set a “screen-free hour” at least 60 minutes before bedtime to ensure good rest.
- Include active breaks: Every 30–40 minutes of use, children should be encouraged to get up, move around, and do some physical activity.
The role of screens at school
In education, screens can complement traditional teaching if they are integrated strategically and in moderation. Clear goals and principles are needed to make sure technology is beneficial and to avoid potential harm (UNESCO, 2023). At tekman Education, we are very aware of how important it is to use devices well. That’s why our programs include tools and strategic moments for doing so. One of these tools is our adaptive learning apps, the Cíber apps, which support learning through interactive activities that complement hands-on classroom activities.
CiberEMAT, CiberLudiletras, and SuperCíber not only boost independent learning and digital skills, but also let teachers monitor each student’s individual progress, supporting more personalized learning tailored to their needs.
The key is balance
Screens should not replace human interaction, physical play, or experiential learning, which are essential in Primary. Instead, they should be integrated as one more tool in children’s overall development, always under adult supervision.
In an increasingly digital world, teaching students to use technology mindfully and healthily is a responsibility shared by families and schools. As teachers, we play a key role in this learning!
References
- Tamana, S. K., et al. “Screen-time is Associated with Inattention Problems in Preschoolers.” PLOS One, 2019.
- Muppalla S. K., et al. “Effects of Excessive Screen Time on Child Development.” Cureus, 2023.
- Domingues-Montanari, S. “Clinical and Psychological Effects of Screen Time in Children.” Journal of Paediatrics and Child Health: Volume 53, Issue 4, 2017.
- UNESCO, “Technology in education: A tool on whose terms?”, Global Education Monitoring Report, 2023.
- Guthold, Re. et al., “Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants”, The Lancet Child & Adolescent Health, 2019.
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