Tablets are now ubiquitous in children’s lives. Many children use them at home, at school and while travelling.
Tablets have become ubiquitous in children’s lives. They are used at home, at school and while travelling. Children watch videos, play games, read books, speak to relatives and complete homework on them.
In the United Kingdom, recent Ofcom research found that 59% of children aged 8 to 17 used a tablet to go online. Among children aged eight and nine, the figure was 77%. Tablets are clearly an important part of modern childhood, but many parents and teachers worry about their effects.
The evidence does not show that tablets are always good or always bad. Their impact is contingent on several factors, including the child’s age, the type of content, the length of use and whether an adult is involved.
In schools, tablets can provide many benefits. Pupils can quickly access digital books, dictionaries, educational videos and online exercises. Teachers can send work directly to students and give immediate feedback.
Tablets may be especially helpful for children with additional needs. Text can be made larger for pupils with visual difficulties, while speech-to-text tools can help children who find writing difficult. Instructions can also be read aloud or repeated.
Educational apps may allow pupils to practise at their own speed. A child who is struggling can repeat an activity, while a more advanced pupil can move to a harder task. Videos and animations can also explain scientific or mathematical ideas that may be difficult to understand from a textbook.
However, simply giving children tablets does not guarantee better learning. Some applications offer useful activities, but others only place traditional worksheets on a screen. Technology works best when it supports a skilled teacher rather than replacing one.
Distraction is one of the main problems. OECD research found that many students were distracted by digital devices during mathematics lessons. Some were distracted by their own devices, while others lost concentration because classmates were using tablets, laptops or phones.
When pupils move between schoolwork, messages, games and videos, they divide their cognitive attention. Even short interruptions can make it harder to remember information and complete a difficult task.
Schools therefore need clear rules. Notifications should be turned off, entertainment apps should be blocked and every digital activity should have a clear purpose. Tablets should also be balanced with handwriting, reading, practical experiments and classroom discussions.
At home, tablets can be useful for entertainment and education. They may keep children occupied while parents cook, work or travel. They can also provide access to stories, drawing activities and video calls with family members.
The main concern is displacement. Time spent on a tablet replaces time that could be used for another activity. If children spend several hours looking at a screen, they may have less time for exercise, outdoor play, reading, sleep and face-to-face conversation.
Young children develop language by speaking and listening to other people. They learn by asking questions, touching objects and observing the world around them. If tablets regularly replace these experiences, children may have fewer opportunities to develop important skills.
Research has found a connection between high levels of screen use and weaker language development among young children. However, this does not prove that tablets are always the direct cause. Families with high screen use may also have different routines, sleeping habits or opportunities for conversation.
Content quality is also important. Slow, age-appropriate educational programmes may help children learn vocabulary, numbers and problem-solving skills. Children usually learn more when an adult watches with them, asks questions and connects the content to real life.
Parents are also concerned about attention span. Highly stimulating videos often contain quick changes, loud sounds, bright images and immediate rewards. These features are designed to keep children watching.
A child may concentrate on a fast-moving video for a long time but struggle to read a book or complete a puzzle. This is because the video constantly attracts the child’s attention. Reading and puzzles require the child to control their own concentration.
These slower activities help children develop self-regulation. They learn to manage boredom, deal with frustration and continue when something becomes difficult. Children need opportunities to practise these skills without receiving constant rewards.
Research into tablets and attention is still mixed. Some studies have found a relationship between heavy screen use and attention problems, but the effects are usually small. It is also possible that children who already have difficulty concentrating are more attracted to fast and exciting digital content.
Age should influence screen rules. UK guidance recommends avoiding most screen use for children under two, apart from shared activities such as video calls. For children aged two to five, parents are advised to aim for no more than one hour per day.
For older children, a strict daily limit may be difficult because tablets are often needed for homework. Parents should instead look at the child’s overall routine. Are they sleeping enough? Are they exercising, reading and socialising? Can they stop using the tablet without becoming extremely upset?
Tablets are not automatically harmful. They can support learning, improve access to education and help children with additional needs. However, they can also distract pupils and replace activities that are important for healthy development.
The best approach is balanced and purposeful use. Adults should choose suitable content, create screen-free times and stay involved in younger children’s activities. Tablets should remain useful tools rather than becoming the centre of a child’s life.
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