This explores a groundbreaking scientific study led by researchers in Ohio, particularly at Cincinnati Children's Hospital, examining how screen time impacts children’s brain development. The research follows hundreds of children from birth, using MRI scans to track brain changes over time. One example is a five-year-old named Rose, who participates in the study by undergoing brain imaging while watching movies to keep her still. These scans are compared with images taken when she was a newborn, helping scientists observe how exposure to screens and other environmental factors affect areas of the brain linked to reading, decision-making, and language development.
Dr. John Hutton, leading the study, explains that excessive screen time can weaken parts of a child's brain tied to essential cognitive functions. Unlike TV of the past, modern screens like tablets and smartphones are more engaging and immersive, making it easier for children to zone out. The study suggests avoiding screen exposure before age three and emphasizes that even so-called “educational” screen content may lack the emotional and language feedback children need to develop properly. Some experts liken excessive screen use to secondhand smoke, underscoring the importance of reducing passive exposure in family environments.
The segment ends by stressing the vital role parents play as the first and most influential teachers. Instead of relying on screens, parents are encouraged to model healthy behavior, read, and engage emotionally with their children. Even if screen habits have already formed, it’s never too late to cut back and re-engage. Questions are raised about screen time in schools, with the suggestion that parents advocate for balance even in digital classrooms. Ultimately, shared human interaction—through conversation, reading, and play—remains essential for children’s development, something screens can never fully replace.
Journal and reflect on the following
How has screen time changed from when your parents were children to now?
What are some possible effects of too much screen time on a young child’s brain?
Why might smartphones and tablets be more engaging (and potentially more harmful) than TV?
What are some positive activities children can do instead of using screens?
How can parents and teachers model healthy screen habits for children?
Why is it important to wait until age 3 before introducing screen time, according to experts?
How might schools balance the use of technology with other forms of learning and interaction?
Song - Gracie
Final Prayer
Gracious God, In a time when screens are everywhere—from tiny hands to busy classrooms—we ask for Your guidance and wisdom. Help us to remember that the world our children now grow up in is so different from the one we knew, filled with devices that easily capture their attention but may not always nurture their hearts or minds. Protect young brains still growing, and teach us, as parents and educators, to be mindful of what we model. Give us the strength to wait, to hold off on early screen use, and to choose instead moments of play, reading, talking, and exploring together. Help our schools use technology with balance, always placing relationships and real-world learning first. May we raise children who are curious, creative, and connected not to screens—but to one another, and to You. Amen.
