A groundbreaking UK study led by researchers at University College London (UCL) has raised alarms about the pervasive use of screens among babies and toddlers, linking excessive exposure to potential delays in critical developmental milestones. The Children of the 2020s cohort study, commissioned by the Department for Education and involving partnerships with universities like Cambridge, Oxford, and Birkbeck, reveals that nearly three-quarters of nine-month-olds experience daily screen time, averaging 41 minutes, with some exceeding three hours. This research underscores the role of higher education institutions in shaping public policy on early childhood development through rigorous, longitudinal data collection and analysis.

As UK universities continue to spearhead investigations into digital media's impact on young minds, the findings highlight how screen use can crowd out essential activities like reading, play, and interaction, which are foundational for language acquisition and socio-emotional growth. With 90% of brain development occurring before age five, these insights are particularly timely for early years education programs offered at institutions across the country.

🔬 The Children of the 2020s Study: UCL's Longitudinal Effort

The Children of the 2020s (COT2020s) study represents a major initiative from UCL's Great Ormond Street Institute of Child Health and Centre for Longitudinal Studies, tracking over 8,000 babies born in England during the early 2020s. Led by experts such as Professor Pasco Fearon from UCL and collaborators from the University of Cambridge and University of Oxford, the study examines factors influencing cognitive, social-emotional, and language development from nine months to five years. One key focus is early-life digital media exposure, providing unprecedented data on screen habits at home.

Wave 1 data, collected when babies were around nine months, showed 72% had some daily screen exposure, with only 28% screen-free. By age two (Wave 2), usage had surged: 98% of toddlers engaged daily, averaging 127 minutes on TV/videos plus 13 minutes on games, totaling over two hours—double the World Health Organization's recommendation for ages 2-4. This escalation prompts questions about how university-led research can inform teacher training curricula in early childhood education.

Key Statistics: Screen Exposure from Infancy to Toddlerhood

At nine months, the Education Policy Institute's (EPI) analysis of COT2020s data found an average of 41 minutes daily for those exposed, with 49% under one hour and a concerning 2% over three hours. Babies without siblings (80% exposed) and those in single-parent homes (47 minutes average) faced higher use. No clear income gradient emerged, but parental education showed a nuanced 'n-shaped' pattern.

By two years, disparities sharpened: lowest-income families averaged 179 minutes versus 97 in highest-income homes; children of caregivers with depression symptoms clocked 182 minutes. Ethnic variations included higher averages for Black (213 minutes), Asian (156), and Mixed/Other (174) children compared to White (131) toddlers. These patterns, analyzed by UCL researchers Dr Laurel Fish and Dr Marialivia Bernardi, emphasize the need for targeted support in university early years programs.

Developmental Impacts: Language Delays and Beyond

Higher screen time correlates with poorer outcomes. At two years, toddlers in the highest quintile (~5 hours/day) recognized only 53% of 34 vocabulary words, versus 65% in the lowest (~44 minutes). Emotional/behavioral problems were 39% likely in high-use groups versus 17% in low-use. Screens above 1.5 hours showed steeper declines, though moderate shared use (up to 2 hours) linked to more pretend play and singing.

The Early Years Screen Time Advisory Group (EYSTAG) report, informed by UCL's Professor Russell Viner (co-chair) and experts from Cambridge, Leeds, and Oxford, reviews global evidence: excessive screens displace sleep (11-14 hours needed for 1-2 year-olds), physical activity (3 hours daily), and interaction, risking language delays, attention issues, and socio-emotional challenges. For infants under two, non-interactive viewing offers no benefits and may harm by reducing caregiver responsiveness.

Explore the full EPI report on nine-month-olds for detailed breakdowns.

Photo by Annie Spratt on Unsplash

UK Universities Shaping Policy: The EYSTAG Panel

EYSTAG, convened by DfE and Department of Health, drew on top UK academics: UCL's Prof Viner; Cambridge's Profs Fearon, Orben, Ramchandani; Leeds' Prof Davies; Manchester Met's Prof Flewitt; LSE's Prof Livingstone; Oxford's Prof Sylva. Their March 2026 report synthesized 63 reviews, recommending no screens for under-twos (except shared video calls), ≤1 hour/day for 2-5s in short bursts, prioritizing slow-paced content and co-viewing.

This university-driven evidence base is influencing national guidance, available via DfE's Best Start in Life hubs, and calls for nuanced support over blanket bans.

Socioeconomic and Family Factors: Equity Challenges

Data reveals inequities: single-parent and low-income families rely more on screens for juggling demands, per UCL's Dr Fish. Yet, no sibling advantage suggests shared play buffers exposure. These insights urge UK colleges to adapt early years training, embedding digital literacy and family support strategies.

View the DfE age 2 brief for demographic charts.

Implications for Early Childhood Education Training

UK universities like UCL, Cambridge, and teacher training colleges must integrate screen time guidance into curricula. Programs in early years education—BA (Hons) Early Childhood Studies at institutions such as University of Roehampton or Manchester Met—now emphasize evidence-based strategies: promoting co-viewing, alternatives like sensory play, and parental mental health support. Research informs Level 3 apprenticeships and PGCE Early Years, preparing educators to address digital divides.

With 19% of 3-5s owning phones (Ofcom 2025), future teachers learn to foster balanced tech use, aligning with EYSTAG's precautionary stance.

Stakeholder Perspectives and Expert Quotes

UCL's Dr Bernardi notes: "Managing screen time isn't easy; it's affected by stress and responsibilities. Parents are dedicated despite challenges." EPI's Dr Tammy Campbell advocates focusing on high-use minorities (2% >3hrs) and interactive benefits.

Children's Commissioner Rachel de Souza stresses practical advice, while Prof Viner highlights evidence gaps for under-twos, urging caution.

Photo by Annie Spratt on Unsplash

Solutions and Actionable Insights from Research

• Co-view and discuss content to boost learning.
• Enforce screen-free zones: meals, bedrooms, bedtime hour.
• Swap screens for reading (daily books), outdoor trips (80% no/low screen do daily), singing.
• Parental modeling: limit own use.
• For educators: train on WHO limits, SEND exceptions for assistive tech.

Universities can lead workshops via family hubs.

Future Outlook: Ongoing University Research

COT2020s continues to Waves 3-5 (ages 3,4,5), promising deeper causal insights. Collaborations across UCL, Cambridge et al. will refine guidelines, potentially influencing OfS funding for digital wellbeing modules in HE. As AI toys emerge, unis like LSE (Prof Livingstone) warn of risks, advocating balanced tech integration.

Access the EYSTAG report for comprehensive evidence.

This UCL-led work positions UK higher education at the forefront of safeguarding infant development amid digital proliferation.