Screen Time in Childhood Education: Balancing the Digital Scales

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The Digital Childhood Dilemma

Over the past decade, the touchscreen has become the default pacifier for millions of underfives. Since 2012, the share of households with an internet-connected mobile device has more than doubled in both OECD and upper-middle-income economies (OECD, 2019), turning every living room, bus queue and waiting room into a potential media hub. Today, the average preschooler spends about two hours a day in front of a screen—twice the World Health Organisation’s 1-hour limit for 2 to 5-year-olds (WHO, 2019). Recent studies on every continent show that overshooting the guideline is no longer the exception but the rule:

• South Asia – Chandigarh, India 59 %; suburban Sri Lanka 60 % exceed > 1 h/day

• South-East Asia – urban Selangor, Malaysia 91 % exceed > 1 h/day

• Western Pacific – Guangdong, China 67 % exceed > 1 h/day

• Europe & Eastern Mediterranean – Metropolitan Istanbul (Türkiye) 49 % ex-

ceed WHO limit

• Americas – NHIS, United States 47 % exceed > 2 h leisure/day; Ceará, Brazil 69 % exceed WHO limit; national Colombia 50 % exceed > 2 h/day; Mexico City ≈ 70 % exceed > 2 h/day

• Africa – urban centres, Ethiopia 62 % exceed > 1 h/day

Across these diverse settings, excessive early exposure is repeatedly linked to slower language growth, weaker attention regulation, poorer social competence, reduced motor coordination and disrupted, healthy sleep (e.g., Raj et al. 2022; Geng et al. 2023). The challenge facing parents, educators and policymakers is, therefore, no longer whether young children should encounter screens, but how to shape use so that digital opportunity does not crowd out the developmental experiences on which lifelong learning depends.

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Learning Forward Saturday

 

Teacher Lesson Plans and Engagement

ACTION ITEMS ✨ Prepare 7–8 balls for next session's tunnel-ball game Neelashi M Finish Hindi lesson plan; send photo to group Finish Math lesson plan; send photo to group Schedule 10–15 min post-session plan review w/ teachers Minakshi Prasad (2) Take photos next week during games, math, playing cards Minakshi Prasad (2) MEETING PURPOSE To review teacher lesson plans and model engaging, activity-based learning. Key Takeaways Connect learning to life: Lessons must explicitly link concepts to real-world use cases (e.g., counting for shopping) to build student awareness and motivation. Prioritise active learning: Replace passive work with hands-on activities. The session modeled games for balance and shapes (pen-on-head walk) and teamwork (ball-in-tunnel). Rethink pre-primary exams: The group debated the value of exams for young children, who should instead be assessed through observation of their active participation. Finalise plans immediately: Teachers will use the post-meeting time to complete their lesson plans and share photos in the group chat for review. Topics Lesson Plan Review: Counting to 5 Objective: Teach students to count to 5. Problem: The initial plan lacked a clear, real-world connection for students. Solution: Explicitly link counting to daily life. Examples: Counting items for shopping, counting ingredients for cooking. Activities: Finger counting Jumping while counting Coloring 5 stones Drawing 5 objects (e.g., boats) Outcome: Students will identify and write numbers 1–5. Activity Modeling: Engaging Games Pen-on-Head Walk Activity: Walk backward while balancing a pen on the head. Learning: Balance, shapes, and flat vs. non-flat surfaces. Ball-in-Tunnel Game Activity: Two teams form lines. The first child runs around the ball, then the ball is passed between the legs of the team's "tunnel." Learning: Teamwork and coordination. Pre-Primary Exams Debate: The group discussed the value of exams for pre-primary students. Rationale for exams: A current system requirement. Counter-argument: Exams are inappropriate for young children; observation of active participation is a better assessment. Decision: The current system will be followed for now, but the group will explore alternatives. Next Steps Rahima: Finalize Hindi lesson plan → share photo in group chat. Lalita: Finalize Math lesson plan → share photo in group chat. All Teachers: Use the post-meeting time to complete plans. Minakshi: Take photos of students playing the new games next week.

Learning Forward Saturday

Early Childhood Development and Joy of Learning For Teachers 

Neelashi and Minakshi discussed the importance of maintaining focus during breathing exercises and emphasised the significance of consistent practice for students. They explored suitable books and content for nursery classes, focusing on basic skills and developmental activities while analysing the appropriateness of educational materials for young children. The discussion concluded with plans for implementing educational activities through various methods and addressing concerns about teachers who were absent from completing their assigned tasks.

Next steps

• Rahima is to write down the four points from the National Mission document in her notebook.
• Rahima will create a weekly lesson plan that includes math activities, drawing activities, and an introduction to Hindi stories.
• Rahima plans to implement circle time in her class starting next week.
• Rahima is to create and implement the math game activity with students divided into equal teams.
• Rahima is to establish rules for the art corner in her classroom.
• Minakshi to ensure Rahima implements circle time and the math activity.
• Minakshi to ensure Rahima creates and follows a lesson plan.
• Minakshi to try to get a portable microphone from Sandeep sir or purchase one from AFA.
• Minakshi to ensure absent teachers take notes from Rahima and implement the same activities before next Saturday.

Summary

Breathing Exercise and Team Support

Neelashi and Minakshi discussed the importance of maintaining clarity and focus during a breathing exercise, emphasising the need to clear one's mind and feel relaxed. They stressed the importance of consistent practice and its impact on students. Neelashi expressed gratitude for Minakshi's efforts in organising and supporting teachers, stating that her presence is a boost for the entire team.

Nursery Education Content Review

Neelashi and Minakshi discussed activities and tasks related to teaching nursery classes, focusing on identifying suitable books and content for young children. Neelashi emphasised the importance of understanding nursery expectations and making informed decisions about what to teach, including activities like colour and number recognition. She instructed Minakshi and Rahima to analyse the books together, assess their suitability for nursery students, and discuss developmental activities typically taught to young children. The task involved evaluating the books' effectiveness and deciding whether they were helpful in nursery education, with Neelashi expecting a detailed analysis and discussion from both participants.

Early Childhood Education Standards Discussion

Minakshi and Neelashi discussed the appropriateness of books for young children, noting that while some books help set standards, they may be too advanced for nursery students. They agreed that children should focus on basic skills, such as writing curves and straight lines, rather than covering extensive number ranges. Neelashi emphasised the importance of children using books independently and encouraged Minakshi to explore a document related to the National Mission for Education, which aims to improve literacy and numeracy among children.

Early Childhood Education Concepts

Minakshi and Neelashi discussed the importance of teaching basic concepts to children, including recognising letters and corresponding sounds, as well as understanding numbers, objects, and sequences. Neelashi emphasised the need to go beyond rote teaching and ensure children understand the logic and reasoning behind concepts. They also discussed the lack of awareness about what needs to be taught and the need for improved educational resources, including books. Minakshi mentioned the potential benefits of teaching history and regulations, highlighting the importance of understanding different systems prevalent worldwide.

Educational Activities for Children Implementation

Neelashi and Minakshi discussed implementing educational activities for children, focusing on introducing concepts through finger rhymes, stories, and math exercises. They emphasised the importance of creating lesson plans and establishing rules for the classroom corners. Neelashi suggested using simple math activities, such as addition, and teamwork exercises involving objects. They also discussed the need for teachers to take notes from Rahimaji and implement the activities by next Saturday. Minakshi raised the issue of absent teachers not completing assigned tasks, and Neelashi agreed that action would be taken if teachers continue to miss activities without valid reasons.

AI-generated post, E.&.O.E.

Learning Forward Saturday

AI-generated image for representation purposes only.

Quick recap of the introductory session for Early Years and early teachers.

The session began with technical discussions about audio and video connectivity issues, followed by introductions of teachers from Vimukti Girls School and Arthur Foot Academy who shared their experiences and professional backgrounds. The group then focused on storytelling techniques for teaching young children, with participants collaborating on creating engaging stories and discussing the importance of understanding rather than writing for children. The conversation ended with discussions about creating nature tables in classrooms and exploring methods for teaching language to young children, with teachers sharing their challenges and ideas for improvement.

Next steps

• All teachers: Keep cameras on during sessions
• All teachers: Participate actively in discussions by unmuting and sharing their thoughts
• All teachers: Prepare to discuss how children in their specific age groups learn
• All teachers: Prepare short stories incorporating the current season and small animals/creatures for their kindergarten/nursery classes
• All teachers: Implement storytelling techniques in their teaching approach
• All teachers: Bring a notebook and a pen for future sessions
• Shahana: Follow up with Kanika and teachers from the satellite branch in Malvia Nagar regarding their participation
• Kanika: Ensure proper audio setup for better communication in future meetings

Summary

Teacher Introductions and School Roles

The meeting focused on introducing teachers from Vimukti Girls School and Arthur Foot Academy. Shahana, the coordinator for Vimukti Girls School, introduced several pre-primary and primary teachers, including Mamta Sharma, Priyanka, and Ekta Rawat. The teachers shared their experiences and reasons for choosing teaching as a profession. Neelashi emphasised the importance of comfort and preparation for the teachers during the meeting. The meeting also highlighted the school's role in providing education and vocational training to students from slum areas in Jaipur.

Teaching Experiences and Multi-Level Learning

The meeting focused on introducing participants and discussing their experiences working with various age groups, particularly in educational settings. Neelashi led the discussion, encouraging participants to share their experiences and introduce themselves, with several teachers, including Mamta, Rahima, and Lalitha, contributing their insights. The group discussed the importance of understanding and catering to the needs of multi-level learners in India, emphasising the use of games, repetition, and storytelling in educational settings. They also addressed technical issues related to audio and introduced additional teachers who were present but had not yet spoken.

Engaging Storytelling for Kids

Neelashi discussed storytelling techniques for teaching young children, focusing on creating engaging stories that don't require extensive preparation. She shared a story about a family of elephants, including a young elephant named Emily, who gets lost in the jungle. Through a series of events, Emily learns to navigate the jungle and eventually becomes the jungle's queen. Neelashi emphasised the importance of using simple language and incorporating interactive elements, such as songs and movements, to make the story engaging for children.

Children's Story: Elephant in the Jungle

The group discussed creating a story for children, focusing on a small animal or creature in a fictional environment. Neelashi suggested using a story about an elephant and its role in the jungle, while Priyanka and Mamta shared their ideas. The participants agreed to switch off their cameras and collaborate on developing the story, with Neelashi emphasising the importance of engaging children with the narrative.

Storytelling for Children's Understanding

Neelashi led a storytelling session with teachers, emphasising the importance of understanding rather than writing stories for children. Kanika and Manisha shared stories about children interacting with nature, teaching lessons about respecting plants and animals. Neelashi encouraged the teachers to trust children's intelligence, allowing them to understand stories without explicit explanations.

Nature Tables and Language Teaching

The group discussed creating nature tables in classrooms to help children learn through seasonal and natural elements. Neelashi assigned teachers to prepare nature tables using items such as stones, leaves, and sticks, which the children would maintain daily. Nisha raised a question about teaching grammar to young children, and Neelashi suggested exploring methods that don't rely on formal grammar rules. The teachers were asked to share their challenges and ideas for improving language teaching, with a plan to compile their thoughts and send a photo of the list to Neelashi via WhatsApp.

AI can make mistakes—review for accuracy.

Dear Teacher - ILA Gautam

Dear Teacher

I could never have been
who I am today
I remember how timid I used to be
And You infused confidence in me,

I remember how I fumble, stammer and remained silent
And you lovingly gifted me fluency
You always had been my second parent
With fatherly anger and motherly care

You always understood my feelings
And preserved my childhood innings
You adorned it with proud honours and beautiful memories
School time is said to be the best

But it is so because in its memories you rest
Your anger made me strong emotionally
And punishments made me aware of the mistakes I did

Dear Teacher! I thank you…
I thank you deeply
Because without you I could never be able to know I, My and Me….

iLA Gautam
Century School

Affection vs. Rejection - Carol Henrick

These two are emotional experiences in human relationships. Affection is the warmth and care we offer to others, expressing love, support & warmth. On the other hand rejection can lead to feelings of hurt, loneliness and creating distance.

Childhood is the most important part of human life. Growing up without love or affection can have profound and long-lasting effects on a child's development and well-being. They are often misunderstood by their way of talking or behaving. They don't know how to show or accept love. In the absence of nurturing relationships and emotional support, children may struggle to form secure attachments, develop healthy self-esteem, and learn effective coping mechanisms.

Without the experience of being loved, accepted, and validated, children may grow up feeling isolated, unworthy, and unable to trust others. This can lead to difficulties in forming healthy relationships and maintaining emotional stability later in life. 

The lack of affection and physical touch during critical developmental stages can impair a child's ability to regulate their emotions and form healthy boundaries.

The absence of a loving, supportive environment can significantly impact a child's cognitive and social development. Children may have difficulty with problem-solving, communication, and empathy, as they have not had the opportunity to learn these skills through positive interactions with caregivers.

Affection and Rejection though opposite, are part of the same emotions spectrum that governs human relationships. By providing affection and countering rejection effects, we teachers and parents can significantly impact a child's emotional development, self-esteem and future relationship.

Ms.Carol Henrick
Sunbeam Suncity

Luciana Pölönen "I am passionate about Education...

Learning Forward Podcast 5th December 2020

Enthusiastic about innovation in education and human-centered service design to improve the lives of children and their family worldwide.

Episode #54: Sandeep Dutt in conversation with Luciana Pölönen, a multifaceted professional with over 10 years of experience in the fields of education, innovation, and social entrepreneurship. She has spent her 20s in Finland where she got her Master of Arts at the University of Helsinki, majoring in Literature and Education, minor in Gender Studies, Early Childhood Education, and Multicultural Competencies. She had the opportunity to co-found a cooperative for service design and participated in several social entrepreneurial ventures. She currently serves as the Head of Service Design at the national level for Escola Concept schools in Brazil. Luciana believes in equity in education through strategic design. Country Lead and HundrED Ambassador, she shares with us her experience and what goes into the making of an Educator. Luciana talks about her experience with Early Childhood Education, the need to understand gender in early years and how we need to respect the childhood of the child, without undue focus on preparing the child for life.

You will love the stories shared by our happy teachers and passionate educators. We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources. Each person in your school contributes to the culture of your school. School culture is built on the actions and interactions of the people. You make your school stronger by adding value to others and making others feel valued. 

Support this podcast: https://anchor.fm/learningforward/support

Courage and Patience - Dynamic DGS

अभी हाल ही में बाल दिवस ठुमक ठुमक आकर चला गया। बच्चों के लिए खास दिन। बचपन का उत्सव ।बचपन जो अकादमिक सफलता की दरकार में हमारी कई परंपराओं  से दूर हो गया है ।हमने वह बाजे खो दिए हैं जिन की थाप पर ,जिन की ध्वनि पर ताल देकर बचपन अठखेलियां करता था। जिसे सबसे पहले छोड़ा ,माने की वही सिरा था संस्कारों का ,नैतिक मूल्यों का ।उसे फिर से थामे, तो बहुत कुछ फिर संजो सकते हैं। तो आइए अपनी संदूकची  में से इन्हें निकालते हैं, और बात करते हैं साहस और धैर्य की।

इसी से संबंधित मैं आपसे एक व्यक्तिगत अनुभव साँझा करना चाहती हूं। स्कूल जॉइन करने के कुछ समय बाद ही मुझे राज्य स्तर पर योग प्रतियोगिता में स्कूल से भाग लेने का सुअवसर प्राप्त हुआ। यह मेरे लिए किसी चुनौती से कम नहीं था क्योंकि जिस केटेगरी में हमने भाग लिया था, वह मेरे और बच्चों के लिए बिल्कुल नयी थी ,artistic योग।  मैं थोड़ी नर्वस थी ।एक तो नया स्कूल ,दूसरे आते ही राज्य स्तरीय प्रतियोगिता ।सोने पर सुहागा यह कि उन दिनों मेरा स्वास्थ्य भी कुछ ठीक नहीं था। समझ में नहीं आ रहा था कि क्या करूं फिर मैंने धैर्य पूर्वक मनन किया। इस चुनौती को स्वीकार करने का साहस अपने मन में जगाया ।मुझे लगा कि यदि मैं साहस पूर्वक इस चुनौती को स्वीकार करती हूं ,तो वही भाव मैं बच्चों में भी जगा सकती हूं । और बस अब मैं आत्मविश्वास से भरपूर थी, और साथ में बच्चे भी । हमने तैयारी की और मेरे बच्चो ने अनुभवी और दिग्गजों को पीछे छोड़ते हुये उस केटेगरी मे प्रथम श्रेणी प्राप्त की और गोल्ड हासिल किया। जो कि सभी के लिए बहुत सुखद पल था।

सब बहुत खुश थे ,और सबसे अधिक बच्चे। मेरे लिए अविस्मरणीय पल वह रहा जब मेरे बच्चों ने कहा की मैडम हमने बहुत अच्छी तरह से सीखा कि जीवन में नई चुनौतियों का सामना करने के लिए तथा नयी शुरुआत के लिए साहस की आवश्यकता होती है और नयी शुरुआत का परिणाम हमारे अनुरूप ही हो इसके लिए नितांत धैर्य की आवश्यकता होती है |

So we can see that patience is a virtue which is beneficial to everyone.

Patience does not only mean waiting. It's how we feel or behave while we are waiting. Patience makes us more tolerant.  People need to learn this quality from childhood. When we are impatient, we get frustrated and angry, which is not good for our health. It causes stress, not only to ourselves but to others around us. And the yoga competition bears testimony to this where patience and courage both played a major role in their success.

Dynamic DGS @ THE Doon Girls School, Dehradun - , Reena Gusain , Reah Sikund , Meenakshi Panwar , Shilpika Pandey ,Rachna Bharrdwaj,Sumali Devgan

Teamwork - Jitendra Suthar

Teamwork is two or a lot of individuals move to realize a selected goal. It’s one among the foremost vital things that you simply have to be compelled to learn from childhood. When individuals add a bunch, the work gets divided. Hence, one person doesn’t have to be compelled to do all the work. This is often one among the options of operating in groups.

One of the teachings that they teach in school is cooperation. It’s a lesson that you simply ought to always remember in your life. you may have to be compelled to add teams in your life. If you ignore the expertise of cooperation, you may face millions of difficulties. In a company, while not cooperating, no work is accomplished. everybody works in teams; the quantity of labour that's accomplished is over what a private alone is able to do.

When everybody works in groups, they deliver the goods with all the goals that the organization functions on. It makes things easier for each person in a company. Therefore, operating in groups helps everybody within the company. Each person within the team relies on the opposite members of the cluster. you'll learn a lot of things from the opposite individuals on the aspect once you work along.

Jitendra Suthar, The Fabindia School <jsr@fabindiaschools.in>

Happiness and Tolerance - Magnets DGS

 

A dialogue between a teacher and a student

Student: As I look out of the class and watch the birds fly past, the squirrel run up and down from the tree to the grass, that is happiness for me! 

Teacher: I see you look out of the window and not at the board, the window to the world, that I worked all night in the cold, for you my child and yet not say a word, that is tolerance for me!

Student: Do you know, teacher? Much as I would love to hop, skip and jump, walk forward and backwards and then take a turn and run, I walk in a line, one foot behind the other, with a body like a pole, from head to toe, that is tolerance for me!

Teacher: I know my child, I understand what you say, for I have seen you jump in the puddles, as you go walking in the rain, my childhood memories come flooding back again, that brings happiness to me!

Student: Oh really, teacher? You too were a child like me, in school, and listened to your teachers without being naughty? Then why don’t you let me be ME?

Teacher: I wish I could get off the silly-bus, my child, that we call the syllabus and let you experience the world unfold, just the way, YOU want it night and day, for happiness leads to tolerance and tolerance leads to happiness, is what we believe and say!

We as educators understand that happiness comes from contentment and achievement of goals, happiness leads to tolerance and tolerance comes with understanding, understanding the perspective of the people around us. So, let us set realistic goals and work towards tolerance.

Magnets DGS: 

Kiran Juyal, Manju Srivastava, Mezhu Chopra, Pooja Sharma, Renu Sundriyal
The Doon Girls' School, Dehradun