It has long ceased to be a secret that smartphones have become a kind of “poison” for the human brain—and this is especially true for children.
St. Tikhon of Zadonsk has these words on the upbringing of children:
“Youth, being of itself inclined to every evil, requires diligent guidance, good upbringing, and instruction; but instead, it encounters the poisonous temptation of parental habits… Woe to the young children from this temptation! But double woe to the parents who, instead of useful teaching, corrupt youthful hearts with an evil example, as with poison!”
If you step into public transportation, you can see that the overwhelming majority of people are staring into screens. And many of us today not only cannot fall asleep without smartphones, but even take them into the restroom. What sort of example, then, are we setting for our children? Much can be said about the negative impact of these “black mirrors,” but let us briefly mention some well-known facts and consider what is to be done.
Speech and Early Cognitive Development: The “Price” of Lost Dialogues
In the preschool years, a child’s brain is rapidly expanding his vocabulary and two-way communication skills. Any practices that push aside live dialogue with an adult provoke delays in speech development. Systematic research in this field shows a direct correlation between early smartphone use and increased screen time with lower indicators of speech development. Already in 2016, the American Academy of Pediatrics reached the following conclusion:
“Replacing live interaction with passive screen consumption directly slows language acquisition.”
It should be noted that a large television at a sufficient distance from a child’s eyes is not a solution to the problem, since the negative influence is observed with total screen time regardless of the type of device used. The key issue is that a smartphone simply does not respond to the child. The less children hear adult speech, the less they vocalize themselves and the less they engage in turn-taking—and it is precisely these “exchanges” that are critically important for language formation. Equally important is how parents themselves use screens. When an adult regularly becomes distracted by a phone during interactions with a child, children are more likely to show difficulties with emotional regulation, increased anxiety, and behavioral problems—all factors that indirectly hinder cognitive development of the brain.
Attention and Executive Functions
Problems with concentration and the ability to absorb material primarily affect adolescents. In 2019–2020, several articles were published in reputable journals such as JAMA Pediatrics and Child Development, presenting results of longitudinal studies that showed that the notorious multitasking (this applies most of all to computer games) directly affects working memory and cognitive control, while teenagers who spent more than 7 hours a day in front of a screen were twice as likely to show signs of attention deficit. Psychologist Larry Rosen from the University of California also notes that children and adolescents who constantly switch between messengers and social networks develop a “pattern of superficial information processing,” which negatively affects their learning.
Sleep as the Invisible Mediator of Cognitive Problems
The link “screen → worse sleep → worse cognitive outcomes” is confirmed by numerous studies. In children (and adults too), smartphone use before bedtime shifts the time of falling asleep, shortens duration, and worsens quality of sleep; and a lack of sleep predictably strikes at memory, attention, and learning. Mobile devices are especially “effective” in this regard because of their portability, interactivity, and bright notifications. A note for positive personal example: stable evening “rituals” without gadgets are among the most effective ways to prevent cognitive problems associated with sleep.
Academic Achievement
The direct connection between hours spent with a smartphone and school grades is less obvious, but it does exist. Numerous studies in this area have shown that banning screen use during lessons and homework improves academic performance, especially among underachieving students. Neuropsychologist David Rock once remarked:
“Each switch of attention from a learning task to a smartphone costs the brain several minutes of cognitive recovery.”
Mental Health and Cognitive Consequences
In a 2020 review by Elizabeth Schoen, published in Frontiers in Psychology, a very characteristic conclusion was drawn:
“Excessive smartphone use is associated with an increased risk of anxiety and depressive symptoms, and through them, with reduced concentration and motivation for learning.”
It seems that even this quotation alone is enough to dot all the i’s on this matter.
“Not Only Screen Time”: The Importance of Context, Content, and Age
Researchers studying this problem emphasize that the mere presence of a screen is not equally harmful in all cases. The risk increases with:
- early start (ages 0–3),
- use of screens during sleep and meals,
- predominance of passive or rapidly changing content,
- lack of co-viewing and discussion with an adult,
- high levels of multitasking.
Even “educational” content without adult involvement rarely replaces live feedback. But co-viewing and discussion partially soften the risks, helping the child to turn what they see into experience and speech.
What to Do?
There is such a thing as digital hygiene. Its rules are useful for everyone, and all the more for children. Let us highlight those that apply to our topic:
- Up to 18 months, or better up to 2 years—no screens, except video calls with relatives.
- From ages 2 to 5—no more than 1 hour of quality content per day, ideally in the format of co-viewing with discussion of new words and the plot.
- Sleep is a priority: No smartphones at least one hour before bedtime; devices outside the bedroom; notifications turned off for the night.
- Meals and communication are “screen-free”: This supports language and self-regulation skills.
- Family media plan: Set down “where, when, and how” devices may be used; discuss alternatives (active play, reading, offline hobbies).
- Reducing “tech-interference” among adults: During play and conversation with the child, the smartphone should be set aside—this increases the richness of speech and the quality of attachment.
- Content and notification control: For adolescents—set up “quiet windows,” minimize push notifications, and encourage “single-tasking” when studying.
We bear the responsibility for raising our children first of all before God. The smartphone is not a harmless toy. By influencing the development of the child, it inevitably affects his spiritual life as well. Keeping in mind what has been said here, and observing simple rules, will help us at least in this area to avoid the stern reproach of St. Tikhon quoted at the beginning of this short note.
