The UK government has issued a stark warning that excessive screen time is harming the language development of very young children, as it prepares to publish its first-ever official advice for parents on managing digital media use for the under-fives.
Research Reveals Alarming Screen Habits
New government-commissioned research paints a detailed picture of screen use in early childhood. The study, which surveyed the main caregivers of 4,758 children, found that screen time is now a near-universal part of toddler life. 98% of two-year-olds were found to watch TV, videos, or other digital content daily, for an average of 127 minutes per day. This is a dramatic increase from the average of just 29 minutes a day observed when the same children were nine months old in 2022.
The investigation, which collected data on two-year-olds between October 2023 and February 2024, also revealed that 19% of children this age play video games. When combined with passive viewing, the total average daily screen engagement rises to 140 minutes. This far exceeds the World Health Organization's recommendation of a maximum of one hour per day for children aged two to four.
Direct Impact on Language Skills
The core finding of the research is a clear and independent link between higher screen use and weaker vocabulary. The study compared children with the highest and lowest levels of screen time. Toddlers who spent around five hours a day on screens could say significantly fewer words than their peers who had screen use limited to about 44 minutes daily.
In a specific vocabulary test of 34 words, children with the highest screen time could, on average, say only 53% of the words. In contrast, those with the lowest screen time could speak 65% of the test words. Across the entire cohort, the average was 21 words from the set of 34, a figure consistent with data from children aged two between 2017 and 2020.
Government Response and Forthcoming Guidance
Education Secretary Bridget Phillipson stated that the findings confirm concerns raised by parents and teachers. "Too much passive screen time can start to crowd out the talking, play and reading that are so important for children’s language and development in the early years," she said. Phillipson acknowledged that screens are now a fixture of family life, shifting the question from whether to use them to "how to use them well."
In response, the government will issue its inaugural guidance on screen time for under-fives in April. The advice will offer practical tips on integrating digital media into positive activities like talking, playing, and reading. A panel led by Rachel de Souza, the Children's Commissioner for England, and Professor Russell Viner, former chief scientific adviser to the Department for Education, will review the latest evidence and gather parent input to shape the final guidance.
This move coincides with wider concerns about children's digital wellbeing. The teaching union NASUWT has recently called for a ban on social media for under-16s due to mental health and concentration worries—a proposal Phillipson has said she is examining.
Neil Leitch, CEO of the Early Years Alliance, welcomed the planned guidance but stressed it must be part of a broader framework. "Recognising that digital media is more than just 'screens' is vital not only for supporting children’s early learning and development, but also ensuring that they have the skills they need to thrive in an increasingly digital world," he said, emphasising the need for elements like online safety.
The research also flagged broader developmental concerns, noting that a quarter of all children in the survey scored above the threshold indicating possible behavioural or emotional problems.
