Dr. Wael Al-Dekrouri<\/b>
\n<\/b> Associate Professor, College of Medicine, Alfaisal University<\/b>
\n<\/b> Head of Communication Disorders Department, Mental Care Complex<\/b>
\n<\/b> American Board Certified and Fellow of the American Speech-Language-Hearing Association (CCC-SLP, ASHA Fellow)<\/b><\/p>\n
In today\u2019s world, smart devices have become an integral part of a child\u2019s environment, from mobile phones and tablets to computers, raising a wide debate about their impact on development. The question is no longer whether children should be allowed to use technology, as complete restriction may isolate them from an important component of modern life and limit their acquisition of essential skills. Rather, the focus has shifted to how technology can be used consciously to support development instead of hindering it.<\/span><\/p>\n This article reviews recent research on the impact of technology on children\u2019s language and social skills, and presents practical recommendations from leading health and professional organizations.<\/span><\/p>\n Early childhood is a critical period for language acquisition, which relies primarily on direct face-to-face interaction. When children spend long periods in front of screens, they miss valuable opportunities for interaction with adults and peers, known as \u201cinteractive conversation\u201d or \u201cback-and-forth dialogue.\u201d These interactions expose children to a wide range of vocabulary, teach them tone of voice, facial expressions, and body language, which together represent the largest component of human communication.<\/span><\/p>\n Despite the risks, technology can serve as a powerful tool to support child development when used in a strategic and intentional way.<\/span><\/p>\n Based on research and studies, leading professional organizations have provided clear recommendations for parents regarding the healthy use of technology.<\/span><\/p>\n ASHA emphasizes that screen time should be <\/span>\u201cinteractive time\u201d rather than \u201cpassive time.\u201d<\/b> Their key recommendations include:<\/span><\/p>\n The AAP emphasizes the importance of developing family media plans that establish clear rules for screen use, shifting from a rigid \u201chours-based limit\u201d approach to a more individualized and interactive strategy that fits each child\u2019s family context. This approach considers the child, content, sleep routines, and the displacement of essential activities.<\/span><\/p>\n Key recommendations include:<\/b><\/p>\n <\/p>\n World Health Organization (WHO) Recommendations for Children Under 5 Years:<\/b><\/p>\n The WHO emphasizes reducing sedentary behavior associated with screen use, increasing physical activity, and ensuring adequate sleep. It provides age-specific recommendations for children under 1 year, 1\u20132 years, and 3\u20134 years, including limits on total screen exposure.<\/span><\/p>\n The CPS recommends that parents remain present and engaged during screen use, prioritize interactive educational content, and ensure that reading and physical activity remain top priorities in a child\u2019s daily routine.<\/span><\/p>\n The RCPCH focuses on the quality of screen use rather than strict time limits, emphasizing its impact on family routines, sleep patterns, and overall well-being.<\/span><\/p>\n Technology is not inherently harmful; its impact depends largely on how it is used. Parents play a key role as guides and role models, understanding that smart devices cannot replace real human interaction, which forms the foundation of a child\u2019s language and social development.<\/span><\/p>\n By applying professional recommendations, families can achieve a healthy balance that allows children to benefit from the digital age without compromising their essential language, social, and developmental skills.<\/span><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Dr. Wael Al-Dekrouri Associate Professor, College of Medicine, Alfaisal University Head of Communication Disorders Department, Mental Care Complex American Board Certified and Fellow of the American Speech-Language-Hearing Association (CCC-SLP, ASHA Fellow) In today\u2019s world, smart devices have become an integral part of a child\u2019s environment, from mobile phones and tablets to computers, raising a wide […]<\/p>\n","protected":false},"author":8,"featured_media":10932,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[134],"tags":[],"class_list":["post-10921","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nNegative Aspect: Risks of Excessive Use<\/b><\/h2>\n
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Language Development Delay: <\/b>Several studies have shown that excessive use of tablets and screen devices in preschool years is associated with delays in both expressive and receptive language development. A recent study published in the <\/span>Journal of Speech, Language, and Hearing Research (JSLHR)<\/span><\/i> found that high screen exposure is linked to slower language acquisition. In addition, non-educational or passive screen content does not stimulate the brain in the same way as human interaction, which can affect the child\u2019s ability to process linguistic information effectively.<\/span><\/h3>\n<\/li>\n<\/ul>\n
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Weak Social Skills: <\/b>Social skills such as empathy, sharing, and conflict resolution are learned through direct interaction. When a child is engaged with a device, they become socially isolated from their environment. This limits their ability to understand non-verbal social cues such as facial expressions and body language, which may hinder their ability to form friendships and healthy relationships.<\/span><\/h3>\n<\/li>\n<\/ul>\n
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Impact on Attention and Concentration: <\/b>Fast-paced and constantly changing screen content trains the brain to expect continuous stimulation. This may lead to difficulties in sustaining attention on tasks that require prolonged focus, such as reading a book or listening to a teacher.<\/span><\/h3>\n<\/li>\n<\/ul>\n
Key Recent Research Findings<\/b><\/h3>\n
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Positive Aspect: Technology as a Supportive Tool<\/b><\/h2>\n
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\n<\/b> There are many high-quality educational applications that provide interactive content to enhance vocabulary and teach letters and numbers in an engaging way. These applications can complement traditional learning and provide additional support for children who need it.<\/span><\/li>\n
\n<\/b> These tools represent a major advancement for children with significant speech and language difficulties, such as Autism Spectrum Disorder or cerebral palsy. Specialized devices and applications enable these children to communicate and express their thoughts and needs, thereby enhancing independence and improving quality of life.<\/span><\/li>\n
\n<\/b> Technologies such as video calls allow children to communicate with family members and friends who live far away. This helps maintain family connections and supports the development of language and social skills.<\/span><\/li>\n<\/ul>\nRecommendations from the American Speech-Language-Hearing Association (ASHA), the American Academy of Pediatrics (AAP), and other international organizations<\/b><\/h2>\n
Recommendations from the American Speech-Language-Hearing Association (ASHA):<\/b><\/h2>\n
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Recommendations from the American Academy of Pediatrics (AAP):<\/b><\/h2>\n
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Canadian Paediatric Society (CPS) Recommendations:<\/b><\/h2>\n
Royal College of Paediatrics and Child Health (RCPCH):<\/b><\/h2>\n
Practical Updated Recommendations<\/b><\/h2>\n
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Conclusion: Toward Balanced and Conscious Use<\/b><\/h2>\n