In the modern world, digital screens have become inseparable from childhood. From televisions and smartphones to tablets and computers, children are surrounded by glowing devices from the earliest years of life. While technology brings undeniable benefits in education, communication and entertainment, excessive exposure to screens is raising alarms among parents, teachers and health professionals.
Increasingly, studies suggest that prolonged and unsupervised screen use may contribute to developmental challenges that mirror symptoms of autism spectrum disorders (ASD) and attention deficit hyperactivity disorder (ADHD). These concerns have sparked intense debate over whether the digital environment is reshaping children’s brains in ways that compromise social, emotional and cognitive growth.
A generation ago, children spent much of their early years engaging in face-to-face interaction, outdoor play and imaginative games. Today, however, children as young as two are spending hours each day staring at screens. In many urban settings, screen time has replaced family storytelling, peer play and community exploration. Parents, often overworked or distracted, may rely on digital devices as “babysitters.” In Kenya, as in many other countries, smartphones are increasingly present even in low-income households, making screen exposure nearly unavoidable.
The World Health Organization recommends that children under two years should not be exposed to screens at all and children aged two to five should be limited to one hour daily. Yet surveys across the globe show that many children exceed these limits several times over. The result is a growing cohort of young learners whose social and behavioural development is being shaped more by digital interactions than by human relationships.
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Autism spectrum disorder is a neurodevelopmental condition characterised by challenges in social communication, restricted interests and repetitive behaviours. While ASD is a complex condition influenced by genetics, researchers have begun noting that excessive screen exposure can lead to behaviours that mimic some of its symptoms.
Children who spend most of their waking hours glued to screens often demonstrate reduced eye contact, limited social reciprocity, delayed speech development and preference for repetitive digital activities. These behaviours closely resemble autism-like traits, even though they may not stem from the neurological differences that define clinical ASD. In some cases, children exposed to prolonged unsupervised screen time show such pronounced symptoms that parents fear autism, only to discover improvements once screen exposure is reduced and replaced with interactive human engagement.
The mechanism is simple: children learn social communication through repeated face-to-face interactions. When parents, siblings, and peers are replaced by screens, opportunities for imitation, turn-taking, and nonverbal communication shrink dramatically. As a result, children may appear withdrawn, less responsive, and more fixated on solitary activities—symptoms that closely parallel autistic behaviours.
Another major concern is the link between screen time and attention deficit symptoms. ADHD is marked by hyperactivity, impulsivity, and difficulty sustaining attention. Although ADHD also has strong genetic roots, excessive screen exposure can worsen its manifestations or produce ADHD-like behaviours even in children without a clinical diagnosis.
Fast-paced cartoons, video games, and social media bombard children’s brains with rapid-fire stimulation. This constant novelty trains the brain to expect instant gratification and high-intensity input. Consequently, when children enter classrooms that demand patience, focus, and gradual learning, they may struggle. Teachers increasingly report children who cannot sit still, follow instructions, or maintain concentration during lessons. These challenges are compounded when children sleep poorly due to late-night screen use, further reducing self-regulation and attention span.
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What makes the digital influence particularly concerning is that it can manifest in a dual burden of autism-like and attention deficit challenges. Some children become socially withdrawn, lacking eye contact and communication skills, while simultaneously displaying hyperactivity and distractibility. This combination can be especially disruptive in the foundational years of education, where both social readiness and sustained attention are crucial for success.
In Kenyan classrooms, teachers often struggle with learners who appear unresponsive during lessons, yet restless and easily distracted. While some of these cases may reflect genuine neurodevelopmental disorders, others are linked to modern lifestyles where children spend more time on phones and televisions than interacting with caregivers. Without intervention, these behaviours risk becoming entrenched, delaying learning progress and straining teacher–student relationships.
The evidence does not suggest that screens are inherently harmful; rather, it is excessive and unsupervised use that leads to developmental risks. Educational programmes, interactive apps, and supervised media can be beneficial when used in moderation. However, passive consumption—hours of watching cartoons or scrolling through videos—offers little cognitive or social stimulation.
For parents, this means establishing clear limits on screen time, especially in the foundational years. Instead of handing a smartphone to calm a restless child, caregivers should prioritise interactive alternatives: storytelling, outdoor play, building games or simple household activities that invite conversation. Equally important is parental modelling – children imitate adult behaviours, and parents who are constantly absorbed in screens send powerful signals about priorities.
Schools, on their part, should educate parents about the risks of overexposure. Early childhood teachers can collaborate with caregivers to track behaviour changes, identify signs of overuse, and recommend practical strategies for reducing screen dependency. In addition, schools can create environments rich in play, peer interaction, and sensory activities to compensate for the reduced stimulation some children experience at home.
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Ultimately, the challenge is not to demonise technology but to balance it with healthy human interaction. Screens are here to stay, and digital literacy is essential for the future. However, if not moderated, technology risks reshaping children’s developmental pathways in ways that mimic or intensify serious behavioural disorders.
The goal should be to restore balance: children need more time playing with peers, exploring nature, listening to stories, and engaging in unstructured creativity. These activities nurture the social communication and sustained attention that screens alone cannot provide. By reasserting the primacy of human relationships over digital devices, parents and educators can help ensure that children grow not only technologically savvy but also socially grounded and emotionally resilient.
The rise of excessive screen time is unmasking new developmental risks for children. Behaviours resembling autism and attention deficit challenges are increasingly observed among young learners whose early years are dominated by screens rather than human engagement. While not all such behaviours amount to clinical diagnoses, the similarities are troubling and demand urgent action.
By limiting screen exposure, encouraging interactive play and strengthening parent–child communication, families and schools can safeguard children’s developmental health. The task is not to banish technology but to humanise it—ensuring that childhood remains defined by relationships, imagination and balance, rather than pixels and passivity.
By Virginia Bwana
Virginia is a passionate early childhood educator.
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