At a time when screens are a part of our daily lives, one thing is clear: their effects are not limited to teenagers. The youngest children – aged 3 to 11 – are already affected. And behind this observation lie social inequalities that call into question our relationship with digital education.
Early, daily and often underestimated exposure
Today’s children are growing up in a digital world. Television, tablets, consoles, smartphones: exposure begins early. The latest report on the screen habits of 3-11 year-olds in France reveals that almost all children in this age bracket use a screen on a daily basis. Even more surprising: screen time increases with age – an average of around 1 h 15 per day for 3-5 year-olds, and up to 2 h 30 for 9-11 year-olds. True digital immersion.
But it’s not just a question of duration. The family environment, the living room, the presence of a screen in the bedroom– everything contributes to reinforcing this phenomenon. And it’s the households with the least resources – in terms of space and parental time – that are most affected. In other words: more than a habit, this is a societal reflex marked by inequality.
Why is this exhibition so worrying?
Intensive use of screens by children can affect sleep, delay language development, modify play habits and limit physical activity. The developing brain is particularly receptive to these frequent stimuli. Irritability, concentration difficulties and lack of interest in non-screen activities are sometimes observed.
And then there’s the long effect: less movement, more sitting time, more exposure to unsuitable content. These factors can fuel sedentary habits, sleep disorders and even a less balanced relationship with self-image and social interaction.
Inequality under the surface: the environment makes the difference
One thing is clear: screen time is highly dependent on family living conditions. In some homes: a parent who is often absent, a cramped space, almost constant access to a smartphone or tablet. In others: a more structured framework, explicit rules on screens, more alternative activities outside the digital realm.
These differences have a concrete impact. Children from modest backgrounds often have more screen time, less supervision and more digital solitude. This is not a foregone conclusion, but it does point to a challenge: that of educational equity in an omnipresent digital world.
How do you approach the subject as a parent, teacher or family member?
- Suggest screen-free times, even small ones: a board game, a walk, a chat.
- Set clear, age-appropriate rules: “15 minutes after school”, or “one day without a console at the weekend”.
- Wiser on exemplarity: your own relationship with the screen is a model. The child observes what you do as much as what you say.
- Exchange rather than lecture: “What do you see in this game?”, “What did you like about the app?” Open discussion helps develop critical thinking skills.
- Promote alternatives: books, sports, cooking, DIY… Pleasure isn’t just reserved for screens. It’s in the connection, the movement, the curiosity.
Taking action in schools, associations and communities
On a broader level, raising awareness among teachers, activity leaders and leisure center managers is essential. It’s a question of rethinking the layout of spaces, offering off-screen activities and keeping in mind that this is not just a technical issue, it’s a social issue.
In conclusion
The use of screens by children aged 3 to 11 is not just a question of time spent. It affects health, concentration, the pace of life and, above all, social justice.
When we talk about screens, we’re also talking about living conditions, resources and points of reference.
Every child deserves a balanced, supported and guided digital environment.
And as long as we act on the framework, we can transform this time of immersion into a genuine opportunity for learning, bonding and discovery.
