Is it Okay for a Baby Under Two Years Old to Watch Some TV During the Day?

Parents often wonder if it is safe and beneficial for infants and toddlers to watch television. This question is especially prevalent for parents of children under two years old, as the American Academy of Pediatrics (AAP) has specific recommendations regarding screen time for this age group. Let's explore the guidelines and considerations for incorporating TV into your routine.

Recommendations from the American Academy of Pediatrics (AAP)

The AAP recommends that children under 18 months avoid screen time, with the exception of video chatting. This recommendation is based on the belief that babies this age need full attention and interaction with their environment to develop essential social, emotional, and cognitive skills. In other words, screen time is not recommended to take the place of meaningful face-to-face interactions.

For children aged 18 to 24 months, the AAP does allow for some limited and high-quality digital media. However, co-viewing is strongly encouraged to help young children understand and interpret what they see on the screen. This parental involvement ensures that the content is educational and that children can make sense of it.

Personal Experiences of Early TV Exposure

It is important to note that some parents report successful experiences with their children watching television at a young age. For instance, many parents have introduced television to their one-year-olds in short, controlled periods. My own experience with three children, who viewed television for around 6-7 hours daily when they were one-year-old and started watching at 8 months, suggests that children can indeed learn from and enjoy television.

These benefits can include:

Exposure to various languages and educational concepts Development of listening and attention skills Potential stimulation of cognitive development

However, it is crucial to ensure that these viewing periods are balanced with other key activities like play, reading, and social interaction.

Quality and Content Matters

The content of the TV shows that children watch is of utmost importance. There are many channels and apps designed specifically for young children that offer age-appropriate, educational programming. Parents should choose media that is developmentally appropriate and reinforces learning and cognitive development.

Quality programming for toddlers aged 2 to 5 years should be limited to one hour per day. Beyond this duration, the risk of overexposure to screen content, which could detract from more important face-to-face interactions and physical activities, increases. Additionally, parents should co-watch with their children to facilitate discussion and understanding of the content.

Importance of Context and Environment

While it is generally okay for children to watch some TV in appropriate amounts, the broader context and environment surrounding screen time are equally important. Parents have a responsibility to ensure that the content is positive and beneficial, not just for their own convenience but for their child's well-being.

A case in point is a story involving a babysitter who was using a TV to watch non-educational content (pornography) with babies in their car seats in front of the TV. Despite the young age of the children, my mother recognized that something was amiss and spoke to the babysitter about it. The babysitter initially dismissed my mother's concerns but eventually left the situation, presumably due to my mother's insights.

These experiences highlight the importance of not just the quantity of screen time but also the quality and context in which it is consumed. Parents should always strive to make informed and sensitive choices about the content their children watch.

In summary, while it is acceptable for babies to watch some TV under certain conditions, it should be done in moderation and with parental supervision. The focus should remain on balanced child development and ensuring that screen time does not replace essential activities such as play, reading, and social interaction.