Kids are trying to swipe physical books like tablets. The UK Government says enough is enough
The UK government has released its first official screen time guidance aimed specifically at parents of children under five, offering what officials describe as clear, evidence-based, and non-judgemental advice.
The new recommendations, published by the Department for Education, Department of Health and Social Care, and backed by an expert panel including Children’s Commissioner Dame Rachel de Souza and Professor Russell Viner, respond directly to parents who have been calling for practical support.
Research cited in the announcement shows that 98% of two-year-olds watch screens daily, while 24% of parents of 3- to 5-year-olds struggle to manage it.
Concerns also include developmental impacts, such as 28% of children starting school unable to properly engage with books, often trying to swipe or tap pages as if they were tablets.
What the guidance actually says
The rules are straightforward and age-specific:
- For children under 2: Avoid screen time except for shared activities that encourage bonding, interaction, and conversation, such as a quick video call with grandparents. Solo viewing is discouraged.
- For children aged 2 to 5: Aim to keep screen time to no more than one hour per day. Screens should be avoided entirely at mealtimes and in the hour before bedtime to protect sleep and family interactions.
Additional principles apply across the under-5s group:
- Prioritise co-viewing: Watch or use screens together, talking about what’s happening, asking questions, and engaging with the content. This is considered far better for development than passive or solo use.
- Choose slow-paced, age-appropriate content. Steer clear of fast-paced, algorithm-driven videos styled like social media, which experts say can be particularly disruptive for young brains.
- Avoid AI toys or tools targeted at very young children.
- Make “screen swaps”: Replace screen time with simple alternatives like reading a bedtime story together or playing a game at the table to build language, social, and emotional skills.
Exceptions are noted for assistive technologies used by children with special educational needs or disabilities.
The guidance notes that 90% of a child’s brain development happens before age five, and excessive solo screen time can crowd out essential activities like face-to-face talking, physical play, creative exploration, and sleep. Co-viewing and interactive use, by contrast, can support better cognitive and social outcomes when done thoughtfully.
Dame Rachel de Souza, who co-chaired the advisory group, said parents want clear, non-judgemental information that reflects real life, not finger-wagging.
Professor Russell Viner added that the evidence shows how young children’s time use shapes development, with solo screen time displacing the interactions that matter most.
Developmental psychologist Professor Sam Wass noted that young brains process media differently, and small changes in habits can have lasting effects on attention, learning, and wellbeing.
