Toddler Screen Time and Emotional Development: What a New Study Found

Toddlers change quickly. Between their first and third birthdays, they become more mobile, more independent and much more interested in the world around them. This is also a period when many children begin spending more time watching television, videos and other digital media.

A new study published in BMC Public Health examined how changes in screen time and physical activity during toddlerhood were associated with children’s social-emotional development.

The researchers found two separate patterns: toddlers whose daily screen time increased more tended to have slightly higher social-emotional difficulty scores, while toddlers whose moderate-to-vigorous physical activity increased tended to have lower difficulty scores.

The study does not prove that screens directly cause behavioral problems or that additional exercise prevents them. However, it adds to growing evidence that the habits children develop during toddlerhood may matter for emotional regulation, behavior and overall well-being.

What did the toddler screen time study examine?

The study, titled “Associations of Changes in Physical Activity and Screen Time and Social-Emotional Development Among Toddlers,” was published online in July 2026.

Researchers analyzed data from the Child and Mother Physical Activity Study, a longitudinal project involving families in the Chicago metropolitan area.

The final analysis included 116 children. Researchers examined changes between approximately 1½ and 2½ years of age.

The study measured:

• Daily television, smartphone and tablet viewing, as reported by mothers
• Moderate-to-vigorous physical activity, measured with hip-worn accelerometers
• Social-emotional functioning, measured with the Strengths and Difficulties Questionnaire

The questionnaire assesses areas such as emotional difficulties, conduct problems, hyperactivity, peer difficulties and prosocial behavior. A higher total difficulty score indicates more reported behavioral or emotional difficulties.

Screen time increased substantially during toddlerhood

At the beginning of the study period, children averaged approximately 43 minutes of screen time per day.

One year later, average daily screen time had risen to approximately 69 minutes. That represents an average increase of about 25 minutes per day.

Roughly three-quarters of the children’s screen exposure came from television, rather than smartphones or tablets. The researchers noted that their measurement focused mainly on watching videos and television, so it may not have captured every form of digital media use.

The increase is important because toddlerhood is often when screens begin to become part of everyday routines. Parents may introduce videos during meals, while preparing dinner, during travel or when a child is upset or bored.

Occasional screen use is not the same as constant or unrestricted access. Still, small additions throughout the day can quickly add up.

More screen time was associated with more difficulties

After accounting for factors including the child’s age, sex, neighborhood resources and earlier behavioral scores, researchers estimated that a 30-minute annualized increase in daily screen time was associated with a 0.5-point increase in the child’s total difficulty score.

The effect was statistically significant but relatively small. The researchers emphasized that the clinical importance of a half-point difference is difficult to determine for an individual child.

However, even small associations may matter at the population level because screen use is common and highly modifiable.

The association appeared to be driven primarily by externalizing behaviors, a category that includes conduct difficulties and hyperactivity, rather than internalizing difficulties such as anxiety or emotional distress.

This does not mean that adding 30 minutes of television will automatically cause a toddler to develop behavioral problems. It means that, across this group of children, larger increases in screen exposure were associated with somewhat less favorable social-emotional scores.

More physical activity was associated with better scores

The study also found that toddlers became more active as they grew.

Average moderate-to-vigorous physical activity increased from approximately 72 minutes to 90 minutes per day.

A 30-minute annualized increase in moderate-to-vigorous physical activity was associated with a one-point reduction in total difficulty scores. Increased activity was also associated with lower externalizing behavior scores.

For toddlers, moderate-to-vigorous activity does not need to look like formal exercise. It can include:

• Running and chasing games
• Dancing
• Climbing
• Playing with balls
• Walking outdoors
• Riding toys
• Playground activities
• Active pretend play
• Simple indoor obstacle courses

Movement gives toddlers opportunities to practice coordination, manage frustration, solve problems and interact with other people. The researchers suggest that active play may support the integration of children’s physical, cognitive and emotional development.

Exercise did not appear to cancel out screen time

One of the study’s most useful findings was that changes in screen time and physical activity were not strongly connected.

Children who became more active did not necessarily spend less time on screens. Some toddlers may have had both high levels of physical activity and relatively high screen exposure.

That means parents should not assume that an active morning at the playground automatically offsets several hours of screen use later in the day.

The study suggests that screen exposure and physical activity may be separate parts of a child’s routine, each with its own potential relationship to social-emotional development. Families may benefit from addressing both:

1. Creating more opportunities for movement and active play
2. Preventing screen time from expanding unnecessarily

Researchers described this as a “dual-focus” approach rather than simply replacing one behavior with the other.

Why might screen time affect toddler behavior?

The study was not designed to determine precisely why screen use was associated with social-emotional difficulties. However, the authors discussed several possible explanations.

Screens may crowd out developmental experiences

Time spent watching videos can replace activities such as:

• Talking with caregivers
• Reading books
• Imaginative play
• Exploring physical objects
• Practicing language
• Playing with other children
• Learning to manage boredom

These everyday experiences help toddlers develop communication, patience, problem-solving and emotional regulation.

Screen use may be most concerning when it repeatedly displaces these experiences, rather than because every minute of screen exposure is inherently harmful.

Fast-paced content may be overstimulating

Rapidly changing images, loud sounds and highly attention-grabbing content may place heavy demands on young children’s still-developing attention and self-regulation systems.

The study’s authors presented this as a possible explanation, not a proven mechanism. More research is needed to determine how content speed, quality and design affect toddlers differently.

Screens may become a default calming tool

Parents often reach for a phone or video when a toddler becomes restless, frustrated or upset. This is understandable, especially during travel, work demands or stressful moments.

But when screens become the primary response to every difficult emotion, children may have fewer opportunities to practice calming themselves with support from a caregiver.

The American Academy of Pediatrics’ current media guidance encourages parents to consider the child, the content, how the child learns to calm down, what media is crowding out and ongoing communication. The AAP refers to these principles as the “5 C’s of Media Guidance.”

What are the current screen time recommendations for toddlers?

The World Health Organization’s guidelines for children under age 5 recommend:

• No sedentary screen time for 1-year-olds
• No more than one hour per day for 2-year-olds, with less being preferable
• At least 180 minutes of varied physical activity throughout the day for children ages 1 and 2

The 180-minute activity recommendation includes movement at different intensity levels. It does not mean a toddler must perform three hours of strenuous exercise. The goal is frequent movement and play spread throughout the day.

The AAP’s latest guidance also stresses that parents should look beyond a single number. Content quality, adult involvement, family circumstances and what media replaces all affect the experience.

A short, age-appropriate program watched with a caregiver is different from hours of unsupervised autoplay videos.

Practical ways to reduce toddler screen time

Reducing screen use does not require eliminating every device overnight. Gradual, predictable changes are often easier for both parents and children.

Protect a few screen-free parts of the day

Start with routines that offer the greatest developmental benefits, such as:

• Meals
• The hour before bedtime
• Outdoor time
• Reading time
• The first part of the morning

Clear routines are often easier for toddlers to accept than limits that change from day to day.

Replace the screen instead of simply removing it

Toddlers are less likely to protest when they are offered something concrete to do.

Possible screen-free alternatives include:

• Board books
• Music and dancing
• Stickers
• Blocks
• Water play
• Play dough
• Toy animals
• Simple puzzles
• Drawing
• Helping with household tasks

The replacement does not need to be elaborate. Toddlers often get more developmental value from a cardboard box and an involved adult than from an expensive electronic toy.

Add short bursts of activity

Movement can be spread across the day. Ten minutes of dancing, a short walk and an indoor chasing game all count.

Parents do not need to create a formal exercise program. The main goal is to give toddlers frequent opportunities to move freely and safely.

Avoid open access to phones and tablets

When a device is always visible and available, toddlers are more likely to request it repeatedly.

Keeping devices out of reach and using them at predictable times can reduce negotiations and tantrums. The AAP also recommends turning off autoplay and notifications, which are designed to keep users engaged longer.

Make reading an easy default

Reading and storytelling provide attention, language, emotional connection and quiet entertainment without a screen.

The WHO specifically encourages reading and storytelling with a caregiver during sedentary time.

When a parent or grandparent cannot always be present, the Recordable Book Buddy offers another screen-free option. It attaches to the back cover of any children’s picture book and turns it into a personalized read along experience, starring you. A loved one records the story page by page, allowing the child to hear a familiar voice while following along with the physical book.

Important limitations of the study

Parents should not interpret this research as definitive proof that screen time causes social-emotional problems.

The study had several important limitations:

• It included only 116 children.
• The participants were drawn from one metropolitan area.
• Many mothers were highly educated and lived in well-resourced neighborhoods.
• Screen time was reported by mothers rather than measured electronically.
• Screen use in childcare settings may have been missed.
• Researchers measured video viewing but did not examine content quality.
• The follow-up period was only about one year.
• The study was observational, so other family or environmental factors may have contributed to the results.

The physical-activity measurement was a major strength because it used accelerometers rather than relying only on parent estimates. Still, the authors said that larger and more socioeconomically diverse studies are needed. The paper is also currently presented as an unedited article-in-press manuscript and may receive additional copyediting before final publication.

The takeaway for parents

The study does not suggest that parents should panic over an occasional cartoon or feel guilty whenever they need a break.

Its more practical message is that routines can gradually shift during toddlerhood. An extra video here and an additional half hour there can become a significant increase over the course of a year.

At the same time, physical activity appears to have its own potential benefits. More movement does not automatically mean less screen exposure, so families may need to work on both habits separately.

The goal is not a perfectly screen-free childhood. It is a daily routine in which screens do not consistently replace movement, conversation, reading, imaginative play, sleep and emotional connection.

For toddlers, those real-world experiences remain difficult for any screen to reproduce.

Frequently asked questions

Does screen time cause behavioral problems in toddlers?

This study found an association between increases in screen time and higher social-emotional difficulty scores. It did not prove that screen time directly caused the difficulties.

How much screen time should a 2-year-old have?

The WHO recommends no more than one hour of sedentary screen time per day for 2-year-olds, with less considered better. Families should also consider content quality, adult involvement and what screen use is replacing.

How much physical activity does a toddler need?

The WHO recommends at least 180 minutes of varied physical activity spread throughout the day for children ages 1 and 2. This includes ordinary movement and active play, not just vigorous exercise.

Can physical activity offset too much screen time?

The new study suggests that the two behaviors may operate independently. Increasing physical activity may be beneficial, but it should not be treated as a way to cancel out excessive screen exposure.

What are good screen-free activities for toddlers?

Reading, storytelling, dancing, outdoor play, blocks, puzzles, music, drawing, sensory play and simple household tasks can all provide screen-free engagement.

Sources and further reading

• Original BMC Public Health study
• World Health Organization guidelines for children under 5
• WHO recommendations at a glance
• American Academy of Pediatrics: Helping Kids Thrive in a Digital World
• AAP 5 C’s guidance for toddlers and preschoolers