Media Use in Early Childhood
Elizabeth Horgan, PhD • February 7, 2024

The American Academy of Pediatrics recommends avoiding screen media exposure (except for video chat, which is appropriate for children of all ages) before age 18 months and setting screen time limits of one hour per day or less for older toddlers and preschoolers. However, recent research shows that young children are spending an average of 2.5 hours DAILY on screens. If you find this number alarming, you’re not alone!


Digital technologies such as televisions, tablets, and smartphones have become central to modern society. Screens can be a valuable tool for parents to use with and for their children. However, face-to-face human interaction will always be the primary and preferred way for young children to learn. A child ages 0-6 is in the absorbent mind stage of development, soaking in everything in the environment easily and completely. This means the good and the bad are taken in equally. It also means the child cannot absorb what is not there, so as adults it's our responsibility to provide an environment rich in concrete experiences, language(s), art, culture, discovery, exploration, and most importantly, emotional connection and a sense of love and security.


Technology is useful, but not essential, for young children. Whether or not your family chooses to engage with technology in the home is a personal decision. Evaluating your unique family situation and values is important to determine whether and how technology fits in. There is a distinct difference between intentional, mindful media use that contributes to a child’s knowledge and development and habitual media use without a clear benefit to the child. It’s necessary to carefully consider the impact of our technological choices on growing young minds. In the same way that Montessori materials are introduced to children with a set of lessons, safety precautions, and guidelines, home media use for young children requires a knowledgeable guide. Parents play an essential role in shaping children’s media literacy and guiding them to learn healthy boundaries around using technology as a tool. 


While technology is rarely included in the Montessori classroom, applying Montessori principles to screen time provides a framework for home media use with young children. Here are a few of our favorite Montessori-based approaches to setting healthy boundaries around technology and choosing media that contributes to children's well-being.


Freedom Within Limits

  • Set firm boundaries around technology, including what type of devices children can use, how long they can spend on the device, and what type of content they can access. Hold these boundaries in a firm, loving way, and do not change your limits in response to tantrums. 
  • Create technology-free times and spaces in your home. Choosing areas such as bedrooms and eating areas to be tech-free encourages healthy boundaries around technology. Prioritizing tech-free meals where the family sits down together to eat and engage in conversation is invaluable for healthy child development. 
  • Fit screen time into the gaps of your child’s day rather than making it a central focus. Ensure that your child’s schedule prioritizes the things that matter most for child development, including interaction, play, sleep, meal time, exercise, and reading. 


Follow the Child

  • Think about the Three Cs when it comes to tech use in childhood:
  • Child- Your child is the “who” of the media situation. What are your child’s individual characteristics? Each child experiences media differently depending on their age, developmental level, cognitive skills, past media experiences, preferences, and interests. Choose media that is aligned with your child’s level and interests. 
  • Content- The content your child is watching is the “what” of their media experience. It is essential to pay close attention to the themes, behaviors, messaging, and design of the media your child is interacting with. Opt for shows with a slower pace of motion, relatable situations, and kind language. Children copy what they see, so it’s important to ensure that the content modeled on the screen is positive and appropriate. 
  • Context- Think of context as the “where, when, how” of the media situation. What type of device is your child using? Where are they? What time of day is it? Who else is present with your child? As often as possible, engage with your child around their tech use. Screen time is not a babysitter, but it can be used as a tool for education and connection. Try joining your child for their media use and talking about what you see on the screen to help your child connect the screen to real life. 


Practical Life

  • Seek out age-appropriate and relevant educational media content that contributes to your child’s growth and development. Look for themes and lessons that they find interesting to help support and advance their learning. 


Behavior Modeling

  • Integrating technology into children’s lives should always be secondary to face-to-face human interactions. Research suggests that parent phone use around children can cause impactful interruptions in parent-child relationships. This happens through a concept coined technoference, when technology causes interference in interpersonal interactions. Consider how often you pick up and look at your phone throughout the day, and be mindful of the ways your children see you interacting with technology. 
  • Set screen time limits on all devices. People use screens far more often than they think they do.  Set realistic screen time limits on your devices to reduce daily usage. 


Montessori education is a preparation for life. As caregivers, it's important to consider what kind of life we hope to create for our children. Media use is not essential to childhood, but if you do choose to use media at home we hope that these tips serve as a helpful guide for making the most of your child's screen time experiences.


References:

Guernsey, L. (2007). Into the minds of babes: How screen time affects children from birth to age five. Basic

Books.

McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent distraction with technology and associations

with child behavior problems. Child development, 89(1), 100-109.

Ohme, J., Araujo, T., de Vreese, C. H., & Piotrowski, J. T. (2021). Mobile data donations: Assessing self-report

accuracy and sample biases with the iOS Screen Time function. Mobile Media & Communication, 9(2), 293-313.

Rideout, V., & Robb, M. B. (2020). The Common Sense census: Media use by kids age zero to eight. San

Francisco, CA: Common Sense Media.

What to Expect When Your Child Starts School

By Elizabeth Horgan, Ph.D. • October 23, 2025
Starting school is one of the biggest milestones in a child’s early life. For children entering Montessori school, this transition can come as early as the second year of life. The first few weeks in a new school or class are an exciting time of growth and adjustment that can also come with some big feelings (for parents and kids alike!). Having clear expectations and open conversation with your child can help the transition go smoothly for everyone. Here are some key things we recommend keeping in mind as your child starts school: Expect Big Feelings: Transitions are tricky for little ones, and getting out of the car and into the school building can be a big step for your child. Even the most confident kiddos may feel nervous when starting school. Tears, clinging to a parent, or reluctance to say goodbye can be tough to see, but are completely normal in the early weeks of the transition. As the parent, remember that your calmness helps reassure your child that all is well and they will be okay! Talk positively about school and share excitement about your child’s new experiences. Take Time to Learn New Routines: A consistent morning and drop-off routine can help your child adapt more quickly to going to school. Keep your mornings calm and predictable to avoid a rushed drop-off. When you get to school, think about incorporating a special routine you do with your child right before they get out of the car. Then make the drop off short and sweet! Even something as simple as a special phrase or prayer you say before your child exits the car can help them begin to know what to expect. Also, remember that at the beginning of the school year, children are learning new rhythms in the classroom as well. Where to put their things, how to follow the class schedule, and how to choose and complete their work are all big things for your little one. Be patient as your child adjusts. Keep an Open Mind about “Learning”: Remember that in Montessori school, much of the child’s daily work does not look like what you may expect from typical academics. Especially for the toddler class, children spend the majority of their time learning practical life skills, building social skills, practicing courtesy and manners, and engaging in their own self-care. You may not notice dramatic changes in your child’s knowledge or behavior in the first month. Things like putting shoes on and off, cleaning up after snack time, and preparing food are small steps that set the foundation for future learning. Give Social Connections Time to Grow: Some children may connect with their teacher and friends right away, while others may take some more time to join in and build connections. This is completely normal. As children become comfortable with their school community, they will build a sense of security, belonging, and purpose. Give your child time to find their place in the community, and soon they will thrive. Encouraging Independence Gives Children Confidence: Help your child take agency in their own school journey. Encourage them to choose their own clothes and assist them in learning to dress themselves. Include your child in packing their lunch or preparing their school items the night before. Remember why you chose Cross of Life Montessori: Adjustment takes time. But with patience, consistency, and support, the first few weeks at school can build the foundation for years of joy and growth ahead. Children pick up on your emotions and feelings. Even if you are feeling a little bit nervous (which is completely normal!) try to show your child that you are confident in the decision to send them to our school and say goodbye with a smile. They are in wonderful hands! Our teachers have decades of training and practice in helping children adapt to their new environment and are delighted to help your little one find their place. At Cross of Life Montessori, we’re here to walk alongside your family as you adjust to new rhythms, routines, and ways of learning. We’re so excited to participate in your child’s growth and learning! The first few weeks at a new school are a period of adjustment and trust-building as children settle into their new Montessori community. By knowing what to expect and supporting your child with calm routines and encouragement, you can help make the transition to school a positive experience for the whole family. We can’t wait to see your child in class!

The Power of Routine

By Elizabeth Horgan, PhD • May 20, 2025
The Power of Routine for Young Children–Order, Predictability, and Independence