How Paediatricians Can Help Parents to Deal With the Challenges Presented by the Digital Age

Abbreviation

ADHD

attention deficit hyperactivity disorder

Raising children is one of the most important responsibilities for parents because it plays a crucial role in shaping their overall development. Despite this, formal parenting education is rarely part of the school curricula, leaving many parents to navigate the challenges on their own. Each generation faces distinct obstacles, but the rapid rise of digital technology and sedentary lifestyles, along with eroding societal values, presents the current generation of parents with unprecedented difficulties. This perspective explores the challenges that the digital age poses for parents' competencies and emphasises the need for increased awareness and guidance from child health professionals.

Imagine a typical scene in a paediatrician's office. A sick child arrives with a parent and they are both glued to their smartphones or tablets while they are waiting for their appointment. The doctor treats the immediate concern, perhaps a cough, cold or fever, but overlooks the more pressing, long‐term issues. They might mention that the child is obese, but do not mention that the parent is also obese, despite the fact that it creates behaviour that the child is likely to adopt. Furthermore, the intrusive influence of the digital devices on the family's interactions goes unchallenged. How can the paediatrician question why the child and their parent brought their own screens when some waiting rooms, kindergartens and schools provide screens for children.

Frequent screen exposure at a young age poses significant risks to eye development. It has been reported to contribute to the rise in myopia, due to insufficient outdoor activity and excessive near‐vision work [1]. A more critical point is that early and extensive digital media exposure can hinder brain development, by limiting the formation of new synapses essential for learning and cognitive growth. This synaptic reduction may contribute to impairments in areas such as speech, memory, attention and executive function [2, 3]. In addition, disturbances in white matter integrity, which are crucial for efficient brain communication and processing, have also been evident [4]. While this does not imply direct causation, or deny the possibility of screen‐based learning, the core issue is the brain's limited capacity. Time spent primarily on audiovisual digital input displaces richer multisensory experiences. For instance, simply exploring a picture book engages visual perception, tactile feedback, listening, coordination, fine motor skills, imagination and even some physical movement. So why do people rely on digital devices when far superior alternatives exist? The younger the child, the greater the potential impact, given the rapid pace of early brain development, which continues until around 25–26 years of age. Research on the effects of digital technologies in older children and adults has shown somewhat mixed results. While there are potential benefits when these tools are used appropriately, most of the evidence urges caution against widespread digitalisation in schools, for several reasons. Reduced information retention and performance impairment are just some of the concerns that have been cited. In addition to academic outcomes, studies have also highlighted broader negative effects on quality of life. These have included diminished self‐control, emotional stability, increased anxiety and depression and lower overall well‐being [5]. Therefore, parents and educators must critically evaluate whether the potential of these modest benefits outweighs the considerable and well‐documented risks of increased digitalisation.

Moreover, the effects of digital media on children have been shown to closely resemble the characteristics of attention deficit hyperactivity disorder (ADHD) [6]. While ADHD is recognised as a neurodevelopmental disorder, with a strong genetic component, environmental factors are crucial to its aetiology [7]. Some experts have suggested that ADHD arises in sensitive individuals due to excessive stimuli and that symptoms may subside when exposure to digital media is limited. The increasing rate of ADHD diagnoses aligns with this theory. In the digital era, sensory overload places unprecedented demands on the human brain. Negative outcomes are understandable, given that the structure and functioning of the brain have remained virtually unchanged for 35 000 years. In contrast, the overstimulating digital environment has only existed for a few decades. Encouraging outdoor activities, skill development and active entertainment has been shown to reduce overstimulation and this aligns with the information overload theory [8]. Quieter environments, consistent routines and structured rules also aid healthy development. Denying children access to desired screens is similar to avoiding the constant provision of new toys or the immediate fulfilment of every wish. It can also help to teach children to be patient, not get frustrated and show perseverance [9]. “To grow up healthy, children need to sit less and play more” [10].

The path ahead is demanding, but addressing these issues is vital for both children's well‐being and the future of society. Paediatricians and child health specialists have a crucial opportunity to raise awareness and guide parents on how to manage digital media exposure and other health risks. Given the limited time they have with each patient, and their reluctance to address sensitive issues directly, other approaches are required. Starting points could include providing parents with information from accessible resources, such as the World Health Organization and American Academy of Pediatrics guidelines, or insights from experts like the German neuroscientist and psychiatrist Professor Manfred Spitzer. Although public awareness and regulation are lacking, actively engaging parents is essential to ensuring children's health.

Conflicts of Interest

The author declares no conflicts of interest.

Data Availability Statement

The author has nothing to report.