Talking or Tapping? How Technology Can Boost — or Block — Your Child’s Language Growth
Children learn to speak by hearing speech — not swipes. But the right tech, used wisely, can support language, not silence it. A child’s brain is wired for words. From birth, they’re tuning into the rhythm, tone and melody of language. And by the time they reach Reception, their vocabulary size is one of the strongest predictors of school success. But in today’s screen-saturated world, many children are hearing fewer words and speaking less. 📉 One UK study found that toddlers heard 4 million fewer words by age 3 if regularly exposed to heavy screen time. Why? Because screens can replace conversations — rather than stimulate them. 📱 The Double-Edged Sword of Digital Technology isn’t the villain. But it needs a purposeful place in a child’s day. Technology can block language when: It’s used passively (e.g., background TV, YouTube autoplay) It replaces live, responsive conversations It dominates mealtimes, play, car journeys or bedtime routines But tech can also boost language when: It’s interactive and co-viewed with an adult It encourages turn-taking, naming, predicting and discussing It builds on a child’s real-world interests The difference? Who is involved, how it’s used, and what happens afterwards. 🧠 The Language-Development Superpowers Children NeedChildren need: Serve-and-return conversations(“You said ‘moo’ – yes, the cow goes moo! What else is in the field?”) Rich, descriptive vocabulary(“That’s a shiny, golden leaf – let’s count how many we find!”) Opportunities to ask and answer questions(“What do you think will happen next?” “Why did that happen?”) Responsive adults who model speechNot robots or autoplay cartoons. Language grows in relationships, not isolation. 7 Real-World Tips to Nurture Language in a Digital Age Talk More Than You Type Narrate your day. Let children hear the rhythm of speech: “I’m chopping carrots. Orange and crunchy. What comes next?” Children don’t just need talking at them — they need talking with. Use Screens Together – Not as a Babysitter. Make tech social. Ask: “What do you see?” “How do you think they feel?” “Can you tell me what happens next?” The tech isn’t the teacher — you are. Ban Background TV Even if no one’s watching, background noise disrupts focus and play — and adults speak less when it’s on. Keep play and conversation screen-free, especially in shared spaces. Swap Swiping for Storytelling Story apps aren’t a replacement for real books or bedtime stories. Let children hear stories with: Intonation Expression Pauses for questions It’s not just reading — it’s a relationship. Encourage Pretend Play Role-play builds narrative structure, vocabulary and creativity. Whether it’s playing shops, pirates or doctors, children use rich language to bring their ideas to life. Play Sound and Listening Games Try: “I spy something that starts with S” Sound walks (what can we hear outside?) “Simon Says” for following instructions Simple games = powerful listening skills. Model Curious Conversations Ask open-ended questions: “What do you notice?”“Why do you think that happened?”“How did that make you feel?” Children absorb language from those who model curiosity. For Parents: Focus on Connection, Not Correction Children don’t need grammar lessons – they need opportunities to express themselves, be listened to, and gently expanded. If a child says: “Me goed to the park.” You can say: “Yes, you went to the park! What did you do there?” Correct through modelling, not criticism. For Nurseries and Early Years Practitioners: Conversations Come Before Worksheets In settings where school readiness is a hot topic, don’t default to formal learning. Instead: Give space for small-group storytimes Use everyday routines for rich talk (e.g., snacktime, tidy-up) Train staff in sustained shared thinking — those magical moments when an adult and child share a conversation that deepens thinking and vocabulary It’s the dialogue, not the device, that grows the brain. Don’t Panic – Talk! Children don’t need constant chatter or screen bans. They need language-rich relationships, playful exploration, and moments of wonder. So whether you’re a parent, practitioner, or both: Let’s make real-world, real-voice conversation the centrepiece of early years learning. Because before a child can read and write, they must listen and speak. 🎒 Ready to Grow a Talkative, Confident School Starter? The Sue Atkins School Readiness Toolkit gives you the resources to: ✅ Spark conversations✅ Boost listening and language✅ Balance tech time with real talk Perfect for homes, nurseries and classrooms preparing little ones for a big world. 👉 Download the toolkit here Let’s raise confident communicators — one word at a time.
Talking, Not Typing: Teaching Kids the Joy of Face-to-Face Connection
The Power of Human Connection: Why It Matters and How Parents & Educators Can Foster It In today’s digital world, children and teens are more connected than ever—yet studies show they are also experiencing record levels of loneliness and social anxiety. Meaningful, in-person relationships remain a key factor in emotional well-being, resilience, and long-term success. But with screens competing for attention, how can parents and educators ensure children understand and prioritise real-world connection? This blog explores why human connection is crucial, offers strategies to foster it at home and in the classroom, and provides conversation scripts to help guide meaningful discussions with kids of all ages. Why Human Connection Matters for Kids Emotional & Mental Well-being – Strong personal relationships help children develop confidence, empathy, and coping skills. Social & Communication Skills – Face-to-face interactions teach active listening, conflict resolution, and emotional intelligence. Reduced Anxiety & Loneliness – Kids with strong friendships and community ties are less likely to experience depression. Academic & Career Success – Relationship-building skills contribute to teamwork, leadership, and long-term career opportunities. The Challenge of Digital Distractions Social media, video games, and online messaging provide an illusion of connection but often lack the depth of real-world interactions. When children become overly reliant on digital communication, they may struggle with in-person conversations, misinterpret social cues, or feel socially isolated despite being “connected” online. Practical Ways to Foster Connection At Home: How Parents Can Encourage Real-World Relationships Model Healthy Relationships – Show your child how to engage in meaningful conversations, express empathy, and nurture friendships. Prioritise Family Connection – Have regular screen-free meals, family outings, and game nights. Encourage Face-to-Face Friendships – Help arrange in-person playdates, sleepovers, or group activities. Set Digital Boundaries – Establish tech-free zones (e.g., no phones at the dinner table or in bedrooms). Teach Social Skills – Role-play conversations, active listening, and body language cues. Example Activity: “Connection Jars” – Write conversation starters on slips of paper and place them in a jar. Each night at dinner, family members pick one and discuss. Examples: In the Classroom: How Educators Can Promote Human Connection Foster Collaborative Learning – Use group projects, peer mentoring, and discussions to build student relationships. Encourage Social-Emotional Learning (SEL) – Teach kids to recognise emotions, express empathy, and develop conflict-resolution skills. Create a “Check-In” Culture – Start the day with a quick emotional check-in where students share how they’re feeling. Limit Device Use in Class – Encourage eye contact and conversation instead of defaulting to digital tools. Promote Team-Based Activities – Sports, drama, and group games help children build deeper bonds. Example Activity: “Compliment Circle” – Have students form a circle and take turns giving a genuine compliment to the person next to them. This helps reinforce positive interactions and boosts self-esteem. Conversation Scripts for Different Ages For Young Children (Ages 3-7) Concept: Introducing the basics of friendship and human connection. Conversation Starter:“Who is your best friend? What do you like doing together?” Script:“Friends make us feel happy and loved! When we smile, listen, and play together, we make each other feel good inside. Even when we use screens, hugs and real smiles feel the best, don’t they?” Activity: Role-play greetings and responses: “What do you say when you meet a new friend?” For Tweens (Ages 8-12) Concept: Balancing online and offline friendships. Conversation Starter:“Do you think texting is the same as talking in person? Why or why not?” Script:“It’s fun to chat online, but real friendships grow when we talk, laugh, and spend time together. When we see each other’s faces and hear voices, we understand feelings better. That’s why balance is important—so we don’t miss out on deeper connections.” Activity: Help your kids plan a “tech-free hangout” with friends (bike ride, board game night, picnic). For Teens (Ages 13-18) Concept: Deepening relationships and avoiding digital isolation. Conversation Starter:“Have you ever noticed a difference in how you feel after hanging out with friends in person vs. chatting online?” Script:“Social media makes it easy to stay in touch, but it doesn’t always make us feel truly connected. Real friendships happen when we share experiences, listen, and support each other in person. Have you noticed a time when being around someone helped you feel better?” Activity: Encourage volunteering, joining clubs, or engaging in hobby-based groups that require in-person interaction. Final Thoughts Human connection is essential for emotional well-being, social development, and long-term happiness. As parents and educators, we have the power to guide children toward meaningful relationships by fostering real-world interactions, modeling healthy communication, and setting digital boundaries. By having open conversations and providing real-life opportunities for connection, we can help the next generation build strong, lasting relationships.
How Screen Time Affects Toddlers’ Ability to Learn to Talk
New Study Reveals Screen Time’s Impact on Toddlers’ Language Development: Fewer Words, Fewer Conversations A groundbreaking study has uncovered that for every minute of screen time toddlers are exposed to at home, they hear significantly fewer adult words, make fewer vocalizations, and engage in fewer back-and-forth conversations with their parents. These findings shed new light on the critical relationship between technology use and early language development in children. Led by Dr. Mary Brushe, Senior Research Officer at The Kids Research Institute Australia, the study tracked 220 Australian families over a two-and-a-half-year period to explore the effects of family screen use on toddlers’ language environments. This first-of-its-kind research, conducted as part of Dr. Brushe’s PhD with the University of Adelaide, provides important insights into how excessive screen time can interfere with critical developmental milestones in young children. Using cutting-edge, Fitbit-like devices, researchers monitored the amount of electronic noise and parent-child communication surrounding children aged 12 to 36 months. This included tracking sounds generated by screens being used by both parents and children, allowing researchers to gather precise data on how technology influences early speech and language development. In total, more than 7,000 hours of audio were analyzed to determine how much screen time toddlers were exposed to versus other types of electronic noise in their environment. The results were clear: the more screen time toddlers experienced, the fewer opportunities they had for meaningful interactions with their caregivers—interactions that are vital for learning to talk. “We set out to understand how screen time impacts children during the early years when language development is most critical. This study shows that screen exposure may be hindering the amount of language these toddlers hear and engage with in their homes,” said Dr. Brushe. The findings, published in The Journal of the American Medical Association (JAMA) Pediatrics, highlight the concerning effects of what researchers call ‘technoference.’ Technoference refers to the way in which technology, particularly screen use, disrupts parent-child interactions, creating fewer opportunities for verbal exchanges that foster language development. The impact of screen time was most pronounced in children around 36 months of age. According to the study, just one minute of screen time led to a reduction of seven adult words, five fewer child vocalizations, and one less conversational turn. For toddlers exposed to one hour of screen time each day, this amounts to missing out on roughly 397 adult words, 294 child vocalizations, and 68 conversation turns every single day. Disturbingly, the average screen time for toddlers in the study at 36 months was 172 minutes per day—nearly three hours. This means these children could be missing out on an estimated 1,139 adult words, 843 vocalizations, and 194 conversational turns per day. The implications for their language development are profound. Dr. Brushe emphasized that these figures may actually underestimate the problem, as they do not account for silent screen activities by parents, such as texting, checking emails, or scrolling through social media. “If anything, we’ve probably underestimated how much screen usage—and the associated technoference—is happening around young children,” she added. The study underscores the importance of reducing screen time, not just for toddlers but for parents as well, to ensure that children are exposed to rich language experiences in their early years. Numerous studies, including this one, have shown that early language development is directly linked to future academic success, social skills, and cognitive abilities. What Can Parents Do? Parents can take simple but effective steps to limit screen time and foster language development in their toddlers: The study, a collaboration between the University of Adelaide, the University of Oxford, and the Menzies Health Institute at Griffith University, offers a timely reminder that screen time should be carefully managed during a child’s early years to prevent it from replacing essential opportunities for language development. You can read the full study in JAMA Pediatrics.
