Recent studies show that use of connected screens and devices by children, including under-fives, is growing fast. The pandemic appears to have increased kids’ screen use too, as children have spent more time indoors and less time playing ‘in person’ with friends.
The big question for parents is: is all this screen time healthy for children? In this article, we’ll take a look …
First, Some Recent Statistics
According to Childwise, the leading research experts for children and young people, children are spending more and more time on connected devices. These are devices like mobiles, tablets, smart TVs, virtual assistants like Alexa and so on. Most feature a screen but all can connect to the Internet, to other devices and/or to people via Wi-Fi or data connection.
Here’s what the recent research has to say about children’s use of connected devices:
- 50% of all children aged between 5 and 10 own a mobile.
- Nearly three-quarters (73%) of all children own a mobile, with the majority of them having one by the time they’re 7. Pretty much all of them are mobile phone owners by the age of 11.
Over 75% of children under five have access to a connected device, with up to 60% of preschoolers actually owning their own.- Under-fives were found to be using tablets on average for 9 hours a week.
- Over a quarter of preschoolers were also found to have access to games consoles.
- 83% of children have access to the Internet in their bedrooms.
- Over half of children surveyed stated that they kept their phone next to their bed when sleeping.
- 11 and 12-year-olds spend, on average, 4.2 hours per day online. This has grown significantly since the preceding year’s report, when it was 3.3 hours per day.
- Over a quarter of all children surveyed are spending 4 to 6 hours per day online.
- Children are watching, on average, 3.3 hours (under five: 3 hours) of video content every day, with TikTok and YouTube being their favourite video platforms.
- The number of homes with a virtual assistant (e.g. Alexa etc.) has risen to 39%.
- Due to the Pandemic, 45% of school children surveyed said they were worried that they might be falling behind at school, while 62% said that they were feeling lonely.
Over 75% of children under five have access to a connected device, with up to 60% of preschoolers actually owning their own.Most figures in the surveys had increased in the last 12 months, although there were occasional exceptions.
Are Parents Choosing the Content Their Children Access?
According to findings of the research, half of preschoolers found online content without parental input and 60% of children aged 3 to 4 are more than capable of deciding which apps they wanted to use.
“Parents have always played a huge role in curating what [under-fives] consume and how their time is spent, but toddlers are now confidently navigating digital platforms for themselves, and using touchscreen devices with purpose and determination.” (Childwise)Is Screen Time All Bad?
It’s generally accepted that too much screen time for children is not healthy for them. There are many reasons for this and we explore a few of the issues below …
- Children need to keep fit and active rather than spending too much time inactive, in front of electronic screens. Exercise is incredibly important for children, whether they’re under five or older.
- Also, it’s not healthy for them to disengage from the real world too much. Few ‘real world’ skills like physical, social interactions and honing of gross motor skills are possible when reliance is placed only on the virtual world through handheld and connected devices.
- Screen time undertaken close to bedtime is also known to be a brain stimulant and that can adversely affect sleep patterns and the quality of sleep. This, in turn, can adversely affect concentration and energy levels and ultimately their ability to function and to learn optimally.
- Some medical professionals and scientists say
that the ‘RF wireless radiation’ emitted by Wi-Fi connected screens and devices may carry potential health risks particularly, they argue, for pregnant women, their unborn foetuses and the young. The very young, of course, have brains that are still at a critical development stage. For this reason, the experts concerned advocate that access to devices like mobile phones should be limited, removed from children’s bedrooms at night or, at the very least, placed in Flight Mode when possible. Using devices wired instead of using Wi-Fi apparently reduces risks. Use of them in hands-free mode is another useful approach, so that the devices are not so close to youngsters’ heads. We’re not experts ourselves, but these measures seem like sensible precautions. - Given the statistics about children, even toddlers, being able to access what they want on connected devices, some automatic Parental Controls would also seem sensible. For example, software from security companies like Norton allow great control over which websites can or can’t be accessed by children, and for how long.
that the ‘RF wireless radiation’ emitted by Wi-Fi connected screens and devices may carry potential health risks particularly, they argue, for pregnant women, their unborn foetuses and the young. The very young, of course, have brains that are still at a critical development stage. For this reason, the experts concerned advocate that access to devices like mobile phones should be limited, removed from children’s bedrooms at night or, at the very least, placed in Flight Mode when possible. Using devices wired instead of using Wi-Fi apparently reduces risks. Use of them in hands-free mode is another useful approach, so that the devices are not so close to youngsters’ heads. We’re not experts ourselves, but these measures seem like sensible precautions.“The battle to forge a healthy digital lifestyle is now a very real consideration for parents” (Childwise).
While time spent by children on connected screens and devices is rising, it’s not all bad news. The pandemic has also seen an increase in the time that parents have been spending with children, including on shared screen viewing as well as on other pastimes like baking, crafts and family activities. At the end of the day, it’s all about a healthy balance and, of course, adult supervision to ensure children’s wellbeing at all times.
Indeed, despite the sometimes alarming statistics, parents are in a prime position to influence what their children are exposed to on screens and connected devices. As such, that’s a golden opportunity to encourage content that’s not only stimulating and fun, but also educational. Programmes about nature or science are obvious examples, but there are many others.
Technology & Screen Time at Little Cedars Nursery, Streatham
When it comes to screen time for under-fives at Little Cedars Nursery, we understand both the benefits and the pitfalls. Technology has a great many benefits when used correctly and indeed is part of the Early Years Foundation Stage (EYFS) curriculum at the nursery. However, for obvious reasons, any time spent online or with electronic screens is stringently monitored and controlled by our childcare professionals. We aim to maximise the positive benefits of technology, while at the same time keeping children as safe as possible. We also, of course, know the importance of physical activities and active play at the setting so, at the end of the day, it’s about getting the balance right.
Nursery Places in Streatham, Near Furzedown, Balham & Tooting
If y
ou are looking for a high quality nursery or pre-school place for your baby or child in and around Streatham, please do consider Little Cedars Nursery. We’re in Aldrington Road, SW16, so we’re also suitable for those looking for nurseries and pre-schools near to Furzedown, Balham, Tooting, Streatham Common, Streatham Hill and Streatham Park. Please choose a contact option below to get in touch:
Streatham was the birthplace, home or workplace of a huge number of famous people. Just a few include:
Henry Robertson Bowers, one of the explorers on the ill-fated Terra Nova exploration of the Antarctic with Robert Falcon Scott (better known as Scott of the Antarctic), lived in Streatham and attended Streatham High School for Boys in Pinfold Road.
Super-model Naomi Campbell was born in Streatham in 1970, the maternal daughter of a professional dancer, but never met her father.
Rapper ‘Dave’ Orobosa Omeregie, also known as ‘Santan Dave’ was born in Streatham and has since scored several top-20 records and a number 1 single, as well as winning several high profile awards. One of his top ten singles was even called ‘Streatham’.
The fashion designer John Galliano lived in Streatham from the age of six, until moving later to Dulwich and subsequently other parts of London.
Comedians Eddie Izzard and Paul Merton both have links to Streatham. Eddie used to host a comedy club there, in the White Lion pub. Apparently he often practised his lines when walking around Streatham Common.
007 Actor Roger Moore lived in Streatham, with his then wife Doorn Van Steyn and her family, when he was just 18.
Ken Livingstone was born at 21 Shrubbery Road, Streatham, in 1945 and also later attended the Philippa Fawcett Teacher Training College there. He was an MP, leader of the GLC, and later Mayor of London.
The actor and presenter David Harewood MBE, also lives in Streatham. He is most famous for his role as a CIA operative in the popular American series Homeland.
Even Brad Pitt has connections to Streatham! He was filmed during a fight scene for the movie Snatch at what was then Caesar’s Nightclub at 156 Streatham Hill.
Speaking of The Rolling Stones, Bill Wyman, their bassist, worked for a time as a storekeeper and progress clerk. He earned £11 per week at John A. Sparks, the diesel engineers at Streatham Hill.
June Whitfield, the actress, was born in Streatham in 1925 and later attended Streatham Hill High School.
Famous comedian Tommy Trinder was born at 54 Wellfield Road, Streatham, in 1909. Many will remember him for his catchphrase, “You lucky people!” from the pre- and post-WW2 era.
Another former Prime Minister, John Major, also lived for a time in Streatham with his wife, Norma, at Primrose Court. He had bought the property in 1969.
Despite many dyslexic people being highly intelligent, dyslexia makes it difficult for them to recognise words and/or be able to break them down into their smaller components. It is recognised as a Specific Learning Difficulty (‘SpLD’) and can seriously affect their education if not recognised and addressed early.
Such an affliction can have profound implications for a person. It will adversely affect their reading, writing and comprehension, thereby limiting their overall learning capability and hindering overall literacy. These are particularly critical skills during their early years as that’s at the start of their education, when the knock-on effects of such limiting factors will be at their most significant. It will slow down their progress in many topics and areas of education, also leading potentially to lower self-confidence and possibly even getting them mislabelled as ‘slow’ or ‘lazy’ by the unenlightened. Ultimately, it can severely limit their potential careers and life outcomes.
Children finding it difficult to learn the alphabet;
The child describing words and letters as visually jumbling, blurring or even moving around when they try to read them;
There is no cure for dyslexia, but measures to mitigate its effects can be taken by education professionals, parents, carers and even those affected by it. It’s incredibly important, though, for both parents and education professionals to try to recognise it early, for example at nursery or pre-school, so that a suitable teaching programme can be introduced as early as possible.
Teething can be an uncomfortable and painful stage for babies. As teeth start to come through, gums can become sore. Because of this, the little ones can become irritable and emotional, without really understanding why they’re feeling as they do. Every parent will know that having an irritable, tearful baby can be stressful for parents as well as for the baby. With all of this in mind, our Rough Guide to Teething should help parents to help their babies through this difficult stage.
Along with the bluish-grey colouration in the gums mentioned above, other signs of a teething baby include drooling, sore-looking gums, red cheeks, the baby being tearful, rubbing their ears or chewing hands/toys more than usual. If the baby does drool, ensure that their faces are regularly wiped so as to avoid painful rashes causing further discomfort.
Once your baby has one or more teeth showing through the gum, you should start brushing their teeth right away. This typically happens at the age of about 6 months. Take a look at our 
Babies benefit enormously from breast milk; from simple, practical considerations to major health benefits, many of which continue to benefit them into adulthood. Let’s take a look:
Breastfeeding also has a range of significant health (and other) benefits for mothers. These include:
The childcare professionals at Little Cedars Nursery are keen to fall in with the wishes of parents when it comes to baby and infant milk. To that end, parents are free to supply 
Also known as complementary feeding, weaning is an important milestone for any parent or baby and usually occurs when the baby reaches the age of about 6 months. Sometimes babies simply tire of milk and weaning thereby comes naturally. In other cases, a baby needs a bit more encouragement to make their transition towards solids. Here, we’ll explore the whole topic of weaning in more detail, including ways parents can help to make the transition smoothly and stress-free for all parties.
Weaning should be fun and it’s also the only time in a child’s life where they won’t have any preconceived ideas about what foods they “do or don’t like”. So, parents can experiment, within reason of course. It’s a time when introducing new foods to the baby comes naturally once the baby has caught on to the idea of this new experience.
Don’t rush it; set aside some time with baby so it’s relaxed, otherwise everyone can get stressed, especially initially.
You can later move on to whole, (adult) finger-sized pieces of very soft fruits that baby can learn to hold. However, do read the Health & Safety Considerations section below before moving to un-mashed foods.
Huge care needs to be taken to avoid giving infants anything that’s going to represent a potential choking hazard. Whole grapes, cherry tomatoes or anything else of a similar size would be examples of this as they are perfectly sized to block a baby’s airway if not first chopped up. Also avoid anything hard like nuts, raw vegetables or un-mashed apple and ensure that any pips/seeds/stones are removed from fruit and bones are removed from fish or meat.
Always try to maintain a varied diet for the infant, so they get all the vitamins and nutrients they need as they intake less and less milk. Ensure the foods contain sufficient iron, which can be sought from fortified cereal, fish, milk, dark green vegetables, lentils and beans. Giving them finger foods to hold and eat themselves is a great way to encourage them to feed themselves (under supervision, of course). As they grow older they can be encouraged to eat at the family table with parents/siblings and eventually upskill to using cutlery, along with eventually learning the rules around good table manners etc.
The EYFS framework sets the statutory approach required for pretty much every aspect of early years childcare and education provision in the UK. The standards cover the learning and development programmes, learning goals, approach to assessment, safeguarding, welfare of children, staffing, and much more. In this guide, however, we’ll focus purely on the 7 key areas of learning and development covered by the EYFS. Essentially, these form the core curriculum at nurseries like Little Cedars Nursery in Streatham. Let’s take a look …
It would be hard to overstate the importance of good communication and language skills, as they underpin early years progress in just about everything else. So, early years providers like Little Cedars encourage two-way interactions and language-rich communications between staff and children right from the outset. Childcare professionals will introduce new vocabulary regularly and help children to understand it and use it themselves through activities like story-telling, role play and question-and-answer sessions. Practitioners will regularly read with (not just to) children, using a wide variety of high quality reading materials, encouraging feedback and engagement from the children as they progress. In this way, new vocabulary is embedded, conversations come naturally and children will thrive in their language and communication skills.
Physical development is, of course, another key skill that is foundational for children. After all, it impacts on health, mobility, strength, fitness, agility, coordination, wellbeing and general happiness. So, great care is taken at nurseries like Little Cedars to help children hone their physical skills and development incrementally, to improve all of the above. This is done through the EYFS programmes that are set and customised for each individual child. Skills like balance, gross and fine motor skills, coordination, spatial awareness, hand/eye coordination, strength and agility will therefore gradually improve and become second nature to each child as they grow. Active children will generally become more healthy children. They will also improve social skills and confidence through the activities that they participate in alongside peers. It is also, of course, great fun!
Health, happiness and even the development of early years cognitive function are all underpinned by children’s personal, social and emotional development (‘PSED’). Indeed, PSED forms the backbone of children’s relationships to all adults and peers around them — and also governs how they feel they fit in. That’s all incredibly important, so childcare settings like Little Cedars Nursery approach PSED as a ‘prime’ element within the EYFS curriculum. The result is that children are supported and support one another, they learn how to manage emotions and behaviours, how to eat healthy diets, look after themselves physically, and independently manage their own personal needs. All of this will have the knock-on effect of improving confidence and self-esteem and even allow them to set some of their own goals. Close bonds will be made with both staff and other children and conflicts will be more easily resolved peaceably.
Reading and writing are crucial elements within every child’s education. Without these skills, learning about other topics would become much more difficult. Literacy is therefore a key area of focus within the EYFS learning and development framework. Like other nurseries, pre-schools and childcare settings that adhere to the EYFS approach, Little Cedars Nursery will therefore endeavour to encourage a love of reading within every child. Reading teaches children to comprehend language, vocabulary, grammar and spelling as well as learning more about the underlying topics themselves.
Nurseries, pre-schools, kindergartens and other childcare settings also recognise the importance of mathematics within children’s learning and development. The EYFS curriculum caters well for this, encouraging early years professionals to help children master counting first to 10 and later to 20 and beyond. Children will learn the patterns around numbers, including recognition of odd and even numbers, along with skills like simple addition and subtraction, and the ability to recognise low quantities without having to count. They will also learn to recognise when one quantity is more than, less than or equal to another. In so doing, children will also learn the vocabulary around mathematics in readiness for school once they leave their early years setting.
A good early years education is nothing unless children understand the world around them. The EYFS framework used by early years nurseries like Little Cedars builds in programmes to help children learn more about the world. This includes helping them to learn how to observe, recognise, describe and even draw what’s immediately around them as well as exposing them to environments like the natural world, local parks and museums. It even teaches them to recognise similarities and differences between other cultures, religions and communities in the UK and lives being lived abroad. They will get to know more about people’s roles in society too, for example through visits from police officers, firefighters and nurses. A broad range of written material (both fiction and non-fiction) will inform them further. Topics explored will touch on culture, technology, ecology, religion, community, nature and much, much more. This will enrich their knowledge and understanding of the world they live within, giving context to what they see, hear and read about as they grow older.
Expressive arts and design are also integral elements within the EYFS curriculum. Early years childcare settings like Little Cedars ensure that children are given a wide range of opportunities to be creative and to free their imaginations. A huge variety of media, materials, tools and activities can be used by children to express themselves and communicate both visually and audibly. Colour, texture, form and function are explored along with opportunities for role play, story-telling, poetry, singing, performance and even dancing when appropriate.
Little Cedars Nursery (Streatham) uses the EYFS framework to shape the educational activities and programmes that babies and children experience at the nursery. Part of this includes the setting of learning goals that each child needs to work towards as they gradually approach the age of 5, when they will move on to school. These are individual goals, tailored to the unique needs, interests, abilities – and any disabilities – of each individual child. A continuous regime of assessment will be undertaken by staff to monitor each child’s progress during their time with the nursery, with the learning programme adjusted, as necessary, along the way. A ‘Key Person’, allocated to each child, facilitates that assessment proactively. Additionally, staff will regularly engage with parents or carers/guardians to ensure that progress towards the learning and development goals is continued at home, wherever possible. Progress is communicated and a learning journal retained and available to parents at any time. In this way, each child achieves personal bests in all areas and everyone is kept up-to-date with the child’s progress.
