Introduction
Digital media is now omnipresent: smartphones, tablets, and smart TVs are a part of everyday life for many families. Even at a very young age, children come into contact with them—whether through glancing at a parent's phone or through targeted, age-appropriate apps. But what does this mean for children under the age of three? What impact does early exposure to media have on their development? And what do experts recommend for daycare practices?
1. Current Research Findings
State of research: Although there are currently only a few long-term studies specifically on children in daycare settings, many research findings suggest that excessive media consumption during the early years can pose significant developmental risks—particularly with regard to language, social skills, attention, and motor development. Early childhood development relies heavily on direct sensory experiences, active movement, and social interaction—all of which can be limited or delayed by excessive screen time.
Recommendations: The World Health Organization (WHO), the American Academy of Pediatrics, and numerous educational associations recommend avoiding screen time entirely for children under the age of two. For children aged two to three, a very cautious, time-limited, and always supervised use of digital media is advised—only with high-quality content that is consumed together with a trusted caregiver.
2. Potential Benefits of Digital Media
Exploratory learning: Short, carefully selected media impulses—such as interactive picture book apps or simple animal sound games—can stimulate a child’s curiosity and investigative spirit. However, these should never replace free play or shared reading, only complement them. In pedagogical practice, this means that media can be used selectively when tailored to the child’s individual developmental level.
Visual support: Digital tools can help make learning content more tangible. Short videos about animals, plants, or natural phenomena can offer new impressions and broaden children's world knowledge. It is crucial that this content is age-appropriate, slowly narrated, and visually calm. When combined with real-world experiences—like a walk in the woods or playing with natural materials—these impulses can deepen learning.
3. Risks and Challenges
Limiting real experiences: Excessive screen use can result in fewer direct sensory experiences—such as touching, smelling, tasting, or independent movement. These experiences are essential for the neural development of a young child’s brain. Children need real materials, physical challenges, and multisensory input to understand the world.
Bonding and relationships: In toddlerhood, emotional security, physical closeness, eye contact, and shared play are vital. These experiences cannot be replaced by digital media. Building secure attachments, experiencing empathy, and developing language all occur in social interactions—with real people, not screens. Even digital content with “friendly voices” cannot substitute real human dialogue.
Overstimulation: Many digital offerings—even those intended for toddlers—are fast-paced, colorful, and loud. This can lead to overstimulation and overwhelm a child’s nervous system. As a result, children may show signs of restlessness, concentration problems, or emotional disturbances. Therefore, it is essential that media content is not only appropriate in terms of subject matter but also visually and auditorily calm.
Conclusion
Research clearly recommends a highly cautious use of digital media for children under the age of three. A deliberate, strictly limited, and always supervised use can be helpful in exceptional cases—for example, for visualization or as a shared point of inspiration. However, the core of early childhood development must continue to focus on real sensory, motor, and relationship experiences. In pedagogical practice, this means: digital media is no substitute for real interaction—but when used thoughtfully and in moderation, it can serve as a complementary tool, provided the focus remains on nurturing authentic human connection.
