CROTON-ON-HUDSON, N.Y. — Claire Benoist was shocked by a Facebook post suggesting that incoming kindergartners in the Croton-Harmon School District, 45 miles from New York City, receive iPads. Other parents confirmed that young children often use iPads during school, watching shows and videos on YouTube. Benoist and her husband were surprised, having limited their daughter’s screen time based on pediatric guidelines.
Benoist expressed concerns to the district, which assured her of a 15-minute daily limit on iPad use. However, Benoist’s daughter began reciting jingles from commercials, indicating more screen exposure than expected. Benoist was unsettled by the extensive use of screens and questioned the school’s approach to technology.
Research indicates excessive screen time may harm young children, potentially causing anxiety, delayed social skills, obesity, and reduced attention spans. Many parents are cutting back on device use at home, but schools remain a challenge. A survey showed 81% of elementary teachers provide devices to kindergartners, often relying on screens for teaching and entertainment.
Dr. Michael Glazier of Bluebird Kids Health noted that while technology can enhance learning, it is becoming a default rather than a complementary tool. The Croton-Harmon School District, in response to criticism, plans to reduce ed tech spending and limit home device use among elementary students.
Parents nationwide are advocating for screen time limits, with mixed success. In Evanston, Illinois, a group called Screen Sense Evanston petitioned for non-educational app removal and screen time limits, gaining over 1,000 signatures. Similar movements are emerging in California, North Carolina, and other states.
Miriam Kendall, leader of Screen Sense Evanston, aims to eliminate “pure entertainment” content at schools. She found her first-grader watching Taylor Swift videos during school hours, highlighting the distraction potential of digital devices. Experts warn that even educational apps may foster early screen addictions.
Some school districts are already reducing screen use. Springfield, Missouri, and Santa Barbara, California, have limited devices for young students. Internationally, countries like Sweden and Denmark are moving away from digital learning.
Jill Anderson, a third-grade teacher, noticed focus issues tied to screen use and shifted to hands-on learning. Her classroom now emphasizes activities like board games and outdoor play. Anderson’s experience highlights the need for careful integration of tech in education, ensuring it enhances rather than detracts from learning.
Michael Hanna, Ossining’s tech director, supports minimal screen use for young students, emphasizing interpersonal skill development in schools. Teachers like Anderson are advocating for balanced tech use, forming groups like Mindful Tech Lessons to guide parents and educators.
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