Recently, the topic of “screen children” has been increasingly discussed and attention has been drawn to parenting where parents use phones, tablets and other devices to feed their child, keep them quiet or fill their time.

The harmful effects of screens became apparent when the number of cases of children aged 3-4 who have not yet spoken, cannot communicate or express their needs, or speak in their own made-up language, increased. Many of these cases were initially diagnosed as autism as the symptoms were similar – communication difficulties and delayed language development.

What is the difference between autism and dysfunctional development caused by screens?

Inability to process excessive sensory stimulation. A recent study published in JAMA Pediatrics reveals an alarming link between early exposure to screens and various sensory processing problems in children. This study suggests that overexposure to digital technology during the years of early childhood development and brain formation has a negative effect on how children perceive and respond to their surroundings. Sensory processing of stimuli through sight, sound, touch, taste and smell plays a critical role in integrated information processing. Proper processing of information is a prerequisite for an appropriate response by the brain and is essential for the daily functioning and overall well-being of the individual.

Excessive time spent in front of screens seems to disrupt this process. Furthermore, research has shown that excessive sensory stimulation causes changes in the brain’s ability to form and reorganise neural connections, which is achieved through learning or experience. Prolonged periods of exposure to screens can lead to various types of maladaptive behaviour and developmental problems, such as attention deficit, hyperactivity, oppositional behaviour, apathy, delayed speech-language development, etc.

Studies show that children up to the age of 3 who spend more than four hours a day in front of a screen experience profound states of sensory-motor and socio-affective deprivation. Children with virtual autism suffer severe deficits in social interaction, language development and cognitive abilities. This is because the infant and toddler brain is not prepared to cope with the excessive stimulation from the devices it is exposed to.

The use of technology as a substitute for the care and education of children affects their emotional intelligence, their ability to self-regulate and to think critically. There are various approaches that can be taken to reverse the prognosis, such as play therapy, psychomotor and sensory integration, and stimulation of speech-language development.

The first and most important thing that professionals recommend to parents is a digital detox or complete removal of devices. Restructuring the home environment to provide more stimulation for the child is key – more real communication, involving the child in household activities, outside play, role play and developmentally stimulating exercises.

Children need the love and attention of their parents, interaction with other living beings and a strengthening of their connection with real life and nature. In this way they will grow up healthy, happy and confident in their abilities.