18 Play-Based Childhood versus Phone-Based Childhood

This chapter is based on the Social Ecological Model.

Children have access to technology more now than ever, significantly impacting their childhood and development. A childhood in front of a device will look different from a social, play-based childhood.

What does a “phone-based childhood” look like?

A phone-based childhood is centered around screen time. Screen time is the “amount of time that individuals spend watching television, playing video games, and using computers, mobile phones, tablets, or other electronic devices” (Kwon et al., 2024). 

What does a “play-based childhood” look like?

Children in a play-based childhood engage in exploratory learning and adventurous play. Play-based experiences positively influence childhood development (Fyffe & Lewis, 2024).

Screen time can have harmful impacts on the development of mental capabilities. For instance, increased technology use can result in shortened attention spans, impaired social skills, and problems with emotional regulation (Clemente-Suárez et al., 2024). Moreover, screen time may replace a child’s time engaging in development-enriching behaviors, such as reading or social play (Pagani et al., 2010).

Individual

The types of activities children engage in can influence their abilities and preferences. Excessive screen time can harm cognitive development and physical health, while play boosts resilience in children (Fyffe & Lewis, 2024).

A phone-based childhood can influence children’s individual thoughts and their ability to engage in play. For instance, four hours or more of screen time per day is associated with a lack of curiosity (Kwon et al., 2024). Additionally, excessive digital usage may reduce a child’s social interactions, indirectly impacting their language development and their ability to interact with peers (Yang et al., 2024). For more information on the individual factors influencing technology usage in children, visit chapter 15: The Digital Divide. 

On the other hand, play-based learning promotes resilience, positive coping skills, and cognitive flexibility in children (Fyffe & Lewis, 2024). For instance, a 2023 study found that children engaged in more adventurous play may have coped better during the COVID-19 pandemic (Dodd et al., 2023). Play, in general, introduces children to manageable stress (Fyffe & Lewis, 2024). Play can serve as a protective factor against anxiety and mental health problems by exposing children to feelings of uncertainty (Dodd et al., 2023). During play, change and challenge are presented as positive forms of stress (Fyffe & Lewis, 2024). Children develop self regulation as they learn to manage their impulses and respond to peer feedback (Fyffe & Lewis, 2024). Self-reflection also occurs during play, encouraging children’s reflection and social awareness (Fyffe & Lewis, 2024). Play-based learning may make children more adaptable to change, encourage imagination and promote perseverance (Fyffe & Lewis, 2024).

Relationship

Parents and caregivers profoundly impact the activities their children engage in during childhood. For example, parents can encourage play-based experiences and monitor screen time. Additionally, caregivers’ involvement during screen time or playtime can determine these activities’ overall impact on the child.

Parental screen time monitoring demonstrates a protective effect on academic, physical, and social health outcomes (Gentile et al., 2014). Overall, monitoring can help offset the adverse effects of screen time. Parents may not be aware of how much time their child spends online. In fact, a study compared youth self-reported screen time with parent-reported time and found that children reported more hours of screen time than their parents perceived (Borodovsky et al., 2024). If parents are unaware of the amount of screen time, many apps and devices have parental restriction settings to limit the time spent (Ben-Joseph, 2022).

The content and context of screen time are crucial factors. What the child is viewing, or content, includes whether the media is age-appropriate or educational. The screen time’s context describes the physical environment and social environment. Background television negatively impacts the amount and quality of interactions between children and their caregivers, making it a harmful context for screen time (Martinot et al., 2021). The television’s distracting auditory and visual stimulation can impact a child’s language development (Yang et al., 2024). The background noise may impact hearing, and children may struggle to decipher different sounds, limiting their verbal understanding (Yang et al., 2024). On the other hand, having purposeful discussions about the content of screen time can be an example of a positive social context.

Experts encourage parents to discuss the content with their children and set restrictions on screen time (Gentile et al., 2014). Several organizations, like childhealth.uk, can help parents talk to their children about screen time and set appropriate boundaries. Parents who have discussions with a child about what they are watching can help with the child’s cognitive development (Mendelsohn et al., 2010). A 2010 study found that children exposed to educational media and who engaged in conversations with a parent showed greater total language development (Mendelsohn et al., 2010). Increasing meaningful discussions during screen time can potentially reduce negative impacts seen during early childhood (Mendelsohn et al., 2010). Overall, co-viewing alongside active mediation, limiting time, and restricting content can reduce negative outcomes associated with digital usage (Gentile et al., 2014; Ben-Joseph, 2022).

Play-based experiences allow an adult and child to build meaningful relationships when caregivers actively participate in their child’s learning (McLean et al., 2023). Parents must take an active position in play without taking authority away from the child (Devi, 2022). By supporting a child during play, instead of interrupting or dismissing, the child can learn abstract concepts and problem-solving skills (Devi, 2022). Parents must engage in play and try to follow the child’s intentions during play rather than persuading them to follow their demands from outside the boundary of play (Devi, 2022). Parents and caregivers actively involved within the play context can better support their child’s learning and development (Devi, 2022).

Community

Schools and childcare centers can influence how children interact with play or phone-based childhood. For instance, early childhood education programs can promote play-based learning methods or encourage the use of technology in the classroom. Both teaching approaches can impact a child’s physical, social, and emotional development.

Early childhood classrooms incorporate technology as an academic tool to support interactive learning (Chordia et al., 2019). Technology supports whole-class learning activities and open-ended, individual assignments (Chordia et al., 2019). For instance, in the classroom setting, technology can be used to scaffold children’s introduction to technology and support technology literacy (Chordia et al., 2019). Additionally, technology usage can encourage children to actively participate in their learning experience and support child autonomy (Chordia et al., 2019). However, early childhood educators should avoid using technology for passive entertainment or stimulation (Chordia et al., 2019). In sum, technology must be used intentionally as an aid, not as an electronic babysitter (Chordia et al., 2019). 

While the use of technology in classrooms is relatively new, play-based learning is an established practice in early childhood education (Caven, 2022). Many early learning centers and preschool programs focus on hands-on activities that foster one’s cognitive, social, and emotional development. Teachers can create play-based scenarios to teach specific curriculum goals (Ali et al., 2018). Children are more likely to retain information when they have gathered it in a personal, meaningful manner (Ali et al., 2018). For more information on play-based learning, visit this website.

Play-based learning can help children improve their fine and gross motor skills development (Ali et al., 2018). By encouraging physical activity in school settings, students can learn skills to support an active lifestyle and a healthier future (Ali et al., 2018). Teachers can increase children’s activity levels during the school day, which can improve learning performance (Mavilidi et al., 2019). Recess is a period of the school day when students are encouraged to be physically active and engage with their peers in activities of their choice (Centers for Disease Control and Prevention, 2018). Studies show that physically active students have better grades, school attendance, classroom behaviors, and cognitive performance (Centers for Disease Control and Prevention, 2018). In sum, supporting a play-based childhood through early childhood education can improve children’s physical and cognitive abilities. 

Societal

Governmental regulations and company policies can promote or hinder children’s access to technology and outdoor play. For instance, federal and state education systems can promote play in schools by requiring a set amount of time for recess and physical education classes.  In 2016, most states were meeting national guidelines for elementary, but it is unknown for older grades (Centers for Disease Control and Prevention and SHAPE America, 2017). Recess provides children with time to play and interact with peers; some children only get the privilege to play in a safe environment during the school day. Studies suggest that small amounts of physical activity improved classroom behaviors and attention span (Howie et al., 2023). States across the nation vary in their requirements. In South Carolina, the “Students Health and Fitness Act of 2005” mandates that every elementary student receive the equivalent of thirty minutes of physical activity daily or 150 minutes weekly (South Carolina Legislature, 2005). Overall, required time outside for recess allows memory improvement, attention, and social skills and reduces disruptive behavior (Penn Foundation, 2024). 

In recent years, states have introduced measures to protect children on social media and communication platforms (National Conference of State Legislatures, 2024). Additionally, some states have laws that require age verification or parental consent for social accounts (National Conference of State Legislatures, 2024). Many social media sites require the child to be 13 to be a member, but it should be a joint decision between the parent and child (American Academy of Pediatrics, 2025). Some state legislatures have enacted resolutions that add media literacy courses to K-12 education to protect children from scams and predators (National Conference of State Legislatures, 2024). 

Technology companies can install restriction software that can limit phone usage among children. These large tech companies have created options for parents to have more authority over their children’s devices and what they are able to view. For instance, Apple aims to “create technology that empowers people and enriches their lives while helping them stay safe online and protect their privacy” (Apple Developer, 2025). Apple has multiple features that allow parents to create a safe online environment. For example, one feature allows parents to create a screen time limit for their children’s devices (Apple Developer, 2025).

References

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