The Department for Education has set out England’s first evidence‑based advice on screen use for children aged 0–5, positioning screens as one part of family life rather than a replacement for talking, play and reading. Ministers had already signalled an April timetable for publication as part of a wider programme on children’s digital wellbeing. (gov.uk)
At its core, the advice asks families of two‑ to four‑year‑olds to aim for no more than about one hour of sedentary screen use per day and to prioritise shared use with an engaged adult. This aligns the government’s position with the World Health Organization’s 2019 guideline, which caps sedentary screen time for ages two to four at one hour, with “less is better.” (who.int)
Officials have framed the document as precautionary and supportive rather than prescriptive, echoing the UK Chief Medical Officers’ view that while causal links are uncertain, families should take a balanced approach that protects sleep, movement and face‑to‑face interaction. Co‑viewing, device‑free mealtimes and consistent bedtimes are presented as practical anchors. (assets.publishing.service.gov.uk)
The evidence base includes the Department for Education’s Children of the 2020s study, which found that by age two, screen use is near‑universal and higher use correlates with weaker vocabulary performance. In that cohort, 98% of two‑year‑olds used screens daily, and those in the highest‑use group showed notably lower word recognition than peers with lower use. (assets.publishing.service.gov.uk)
Governance has been built around an expert advisory group co‑chaired by the Children’s Commissioner for England, Dame Rachel de Souza, and Professor Russell Viner. Their remit is to review available evidence and provide practical, non‑judgemental guidance for parents and carers of under‑fives, with advice kept under review as research evolves. (gov.uk)
For parents, the operational message is to make screens slower, shorter and shared. That means selecting calmer content, turning off autoplay where possible, and using screens together to talk about what is being watched, alongside deliberate ‘swaps’ to reading, indoor play or time outdoors. The aim is not abstinence but displacement of passive viewing by activities that support speech, language and self‑regulation-principles consistent with WHO guidance. (who.int)
Early‑years settings are not being asked to police home routines, but providers are likely to field more conversations about the home learning environment. The government’s existing internet‑safety guidance for early‑years providers already encourages clear communication with families about technology use; this new advice gives practitioners a reference point for discussing routines, sleep and co‑use. (help-for-early-years-providers.education.gov.uk)
Content design is also in scope. Researchers at the University of East London are studying whether increasingly fast‑paced, unpredictable media outstrips the tracking capacity of very young brains-potentially heightening arousal while children remain physically still. Until findings are published, the steer to choose slower, simpler content remains a cautious, development‑led default. (uel.ac.uk)
The under‑fives advice sits alongside wider government activity on children’s digital habits. In March, the government opened a national consultation on stronger measures around social media, gaming platforms and AI chatbots; it also confirmed plans to develop complementary screen‑time guidance for ages 5–16 later this year. (gov.uk)
Separately, third‑sector organisations are advising caution around AI‑enabled toys for the youngest children. Recent research reviews from Common Sense Media recommend avoiding AI “toy companions” for under‑fives and urge close adult supervision for older children where such products are used, citing developmental, safety and privacy concerns. While not part of government policy, these findings inform family purchasing decisions alongside the official guidance. (commonsensemedia.org)