Tech
Study Links High Screen Time in Early Childhood to Lower Reading and Maths Scores
Children who spend more time on screens in their early years may perform worse in reading and mathematics during primary school, according to a new long-term study from Canada.
Published in the journal JAMA Network Open, the research tracked more than 3,000 children in Ontario from 2008 to 2023, examining how screen habits between infancy and middle childhood affected later academic outcomes. Researchers linked parent-reported data on screen use — including television, video games, and digital devices such as tablets and smartphones — to results from standardized tests taken in grades three and six, roughly at ages eight and eleven.
The findings showed that children with higher levels of total screen time tended to achieve lower scores in both reading and maths. The negative associations were strongest for time spent watching TV and using digital devices, while the study found no clear link between screen use and writing performance.
Only one in five parents reported that their children played video games, but among those who did, the effects appeared to differ by gender. Girls who played video games performed worse in grade three reading and maths than boys with similar habits.
Dr. Catherine Birken, senior child health scientist at Toronto’s SickKids Research Institute and one of the study’s authors, said the results highlight the need for early intervention. “These findings underscore the importance of developing healthy screen habits for young children and their families,” she said.
While the study adds to growing concern over excessive screen use, the authors cautioned that the results show a correlation, not causation. Because the data relied on parental reporting, it may also contain bias.
Experts outside the study urged restraint in interpreting the findings. Chris Ferguson, a psychology professor at Stetson University, said that while such studies are valuable, “the real-world implications are much less certain.” He noted that moderate screen use, particularly when educational or supervised, may not be harmful.
The World Health Organization (WHO) currently recommends that children aged two to four should have no more than one hour of screen time daily, and that babies under one year old should not be exposed to screens at all.
However, other research suggests that not all screen time is detrimental. A 2025 European Union working group report found that moderate and interactive screen use, especially when parents are involved, can support language development in young children.
Despite differing opinions, the new Canadian study reinforces ongoing calls for balance — encouraging families to manage children’s screen exposure while promoting offline activities that foster early learning.
Tech
Estonia’s AI Education Model Draws Attention as Europe Debates Digital Learning
As European governments weigh how to integrate artificial intelligence into classrooms and allocate funding for digital literacy, Estonia’s approach to AI education is gaining attention as a practical and structured model.
The Baltic nation’s AI Leap programme is designed not only to teach students how to use artificial intelligence tools but also to strengthen critical thinking and teacher involvement at a time when AI is becoming deeply embedded in everyday learning.
Concerns have grown across Europe that while students are increasingly comfortable using AI tools, many struggle to evaluate or question the information these systems generate. Educators and employers have raised concerns that overreliance on chatbots and automated tools could weaken analytical thinking and increase vulnerability to misinformation.
Estonia has chosen to address this challenge directly rather than attempting to limit student exposure to AI.
According to the AI Leap programme, between 64% and 90% of Estonian students were already using AI tools before the initiative began. Programme organisers argued that ignoring this reality could undermine learning and reasoning skills.
The initiative aims to train 48,000 students and 6,700 teachers over two years in a country with a population of just 1.36 million.
The programme has two primary goals: helping teachers adapt to AI-assisted education and encouraging students to develop responsible, thoughtful AI habits.
To support this effort, Estonia has introduced several key measures. Teachers participate in study circles that meet monthly to develop teaching methods and exchange experiences. A central online platform provides educational resources, videos, self-assessment tools and discussion forums.
More than 4,000 teachers are also receiving premium access to advanced AI platforms such as ChatGPT and Gemini to support lesson planning and classroom preparation.
One of the programme’s most distinctive features is a Socratic-style chatbot designed to guide students rather than provide direct answers. The chatbot encourages questioning, self-management and contextual thinking, helping students assess AI-generated information instead of accepting it automatically.
The programme also includes debate leagues, creative arts projects and student-led initiatives aimed at encouraging discussion and experimentation with AI beyond formal classroom settings.
Estonia has placed strong emphasis on management and implementation. School principals oversee local delivery, while nine regional managers coordinate activities across seven educational regions. The initiative operates through a public-private partnership, with the government providing half of the funding and private partners contributing the remainder.
Technology companies, educators and researchers are involved in designing and testing tools tailored to Estonia’s education system.
Education analysts say Estonia’s strategy highlights a broader lesson for Europe: AI literacy may depend less on limiting technology and more on teaching students how to use it thoughtfully, critically and responsibly.
Tech
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Tech
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