1
Challenges and Advocacy Speech: Addressing Screen Time for Young Children
Student’s Name
Institutional Affiliations
Course Name and Number
Instructor’s Name
Date
2
Challenges and Advocacy Speech: Addressing Screen Time for Young Children
Introduction
Hello, respected [Chairman/Head/Dean/Principal/Media/Prayer], honorable families,
educators, elected representatives, and members. My name is [Your Name], and I am here to
address a pressing issue in early childhood education: The characteristic that highlights
information regarding the effects of spending too much time on-screen gadgets, especially
YouTube, among youth. As digital technology steadily encroaches into children's lives, we must
evaluate screens' impact and promote positive and healthy use among the youngest learners
(Kerai et al., 2022). Since children of the present generation are growing up surrounded by
screens, adults must be sure that children's media exposure is healthy and just.
Description of the Issue
Morawska et al. (2023) believe that the adoption of digitized implements has caused
several alterations in the lives of young children. On the bright side, the introduction and use of
technology mean that education can be attained even during this period; however, there are
several developmental problems that the use of screens may cause. It is possible to state that
constant screen use harms a child's social skills, minimizes time spent on physical activities, and
is detrimental to their cognition. For instance, children who spend a lot of their time focused on
technology have short attention spans and poor impulse control, have problems in social
relations, and are emotionally unstable (Muppalla, 2023). My argument lies in the assertion that
there is a need to set moderate, steady serving and attentiveness to screen time for young
children. Suppose there are no instructions on properly caring for a child. In that case, their
assessable development in foundational aspects of their life might be severely impacted, ranging
from physical health to simple social interactive skills and cognitive development.
Suggestion for Solving the Problem
3
To address these issues, it is proposed to combine measures to limit the time children and
teenagers spend in front of screens with stimulating activities that stimulate their development in
all spheres. First, we are required to state the rules regarding how much and what kind of screen
time is acceptable for kids of a certain age at home and in school. These guidelines should be
based on developmental research. They should distinguish between non-interactive screen time,
such as watching videos, and healthy/positive screen time, such as when using applications
intended for learning. Schools and parents should avail themselves of these prescriptions and
professional development to ensure conformity to these provisions (Panjeti-Madan &
Ranganathan, 2023). Second, we should also engage in exercises that develop the children's
physical, social, and cognitive development, like playing outside, drama time, and other related
creative frequencies. Activities like outdoor play can affect physical health and the development
of motor skills. Other activities like interactive storytime can improve language and literacy.
Concrete objects like building blocks or arts and crafts should be given to the students in order to
produce creativity and problem-solving skills.
Support for the Proposal
From the studies done on children, it is evident that children need to have screen time.
According to AAP's guidelines, children ages 2-5 years should spend not more than one hour a
day engaged in high-quality programming. Panjeti-Madan and Ranganathan (2023) maintain that
the rationale for this recommendation is that children’s screen time is positively associated with
inattention, sleep difficulties, and language delay. Adhering to these guidelines can promote
screen time’s positive application – to support and boost learning and development rather than
impede them.
4
In addition, it is vital to note that promoting alternative activities should also be
facilitated. Research also has suggested that physical play assists the child develop motor
strengths in addition to mastering emotions and social skills (Morawska et al., 2023). For
instance, children being able to play with other children outdoors will help them learn social
interactions, including sharing, working together, and conflict-solving. Hence, through the likely
inclusion of more outdoor activities and interactive lessons, children can be given the chance to
learn life skills that they cannot get from screen time alone. These activities mitigate the
undesirable consequences of screen time and foster children's total development profiles.
Conclusion
Thus, one can conclude that configuring the problem of children's screen time is essential
for a healthy child's growth. Thus, by making changes for educators by demanding structured
screen time policies and commonly finding and supporting other activities, we can establish a
healthy climate for the children. I appeal to all the related parties for their support and
cooperation in enforcing these evidence-based measures. This way, our children will have the
best chance in life, gaining all the skills and effectively learning the experience necessary to
succeed. Together, we can materialize the vision of an age in which technology remains
supportive of the processes of learning and development with a focus on what a child still is. I
appreciate your concern and all the efforts you have made and continue to make toward this
cause.
Stakeholder Resources
1. AAP guidelines
Explanation: The AAP has guidelines for early childhood regarding the appropriate hours
that should be allowed for screen time with concrete research backing. Such guidelines
5
include the measures parents and teachers can take to prevent and correctly control screen
time. In this way, each of the recommendations presented allows stakeholders to maintain
appropriate and positive children's screen time. The AAP focuses on the quantity and quality
of content and parents' contribution to the children's use of screens; thus, anyone concerned
about young children's education should read it.
2. Zero to Three: Screen Sense
Explanation: Zero to Three is one of the most recognized organizations that aims at
supporting the development of infants and toddlers. For instance, Screen Sense is a parental
tool containing evidence-based information about how screen time influences young
children's thinking, interaction, and emotional competency. It offers practical guidelines on
how much and when to allow screen time and how it should be managed as other important
child development activities for the parents and teachers. This resource is highly useful for
stakeholders seeking to enact policies and practices in these guidelines to guarantee that
screen time increases or at least does not negatively impact the child's development.
3. Harvard University: The Center on the Developing Child
Explanation: The Center on the Developing Child at Harvard University has extensive
information on different stages of children's development and the effects of screen time. The
resource focuses on reducing children's screen time so that their overall development is more
beneficial, including their concentration, sleeping schedule, and interactions with others. In
this sense, the information given by this resource contributes to the advocacy for the
restricted amount of time children spend in front of screens and includes valuable
suggestions that can be beneficial for improving early childhood education settings.
4. Common Sense Media: Screen Time Recommendations
6
Explanation: Thus, Common Sense Media can be viewed as a reliable source that helps to
determine the quality and educational impact of different digital materials for kids. Their
Screen Time Recommendations indicate how long it is desirable to spend in front of a screen
and assist parents and teachers in choosing proper programs. This resource is relevant to the
proposal to ensure that children's exposure to those screens is constructive and helpful. Thus,
the stakeholders can make informed decisions regarding the content the children are exposed
to when using digital technology using Common Sense Media reviews and
recommendations.
A unified understanding of such media resources means stakeholders comprehensively receive
information about the effect of screen time on children and methods on how to approach the
issue constructively. Collectively, these resources advocate for balanced screen use to realize
healthier developmental results in groups of children.
7
References
Kerai, S., Almas, A., Guhn, M., Forer, B., & Oberle, E. (2022). Screen time and developmental
health: results from an early childhood study in Canada. BMC Public Health, 22(1).
https://doi.org/10.1186/s12889-022-12701-3
Morawska, A., Mitchell, A. E., & Tooth, L. R. (2023). Managing Screen Use in the Under-
Fives: Recommendations for Parenting Intervention Development.
https://doi.org/10.1007/s10567-023-00435-6
Muppalla, S. K. (2023). Effects of Excessive Screen Time on Child Development: An Updated
Review and Strategies for Management. Cureus, 15(6). PubMed Central.
https://doi.org/10.7759/cureus.40608
Panjeti-Madan, V. N., & Ranganathan, P. (2023). Impact of Screen Time on Children’s
Development: Cognitive, Language, Physical, and Social and Emotional Domains.
Multimodal Technologies and Interaction, 7(5), 52. https://doi.org/10.3390/mti7050052
