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For today’s children, going online is not a special event. It is part of everyday life. A new report from Australia’s eSafety Commissioner, “Growing Up Online: Parenting Young Children in the Digital Age,” examines how children ages 3 to 10 use digital technology and how parents are trying to manage the risks, benefits, and pressures that come with it. The report is based on a nationally representative survey of 2,008 Australian parents and caregivers conducted in September 2025. It focused on children’s internet use outside school, preschool, and formal childcare settings. The results show that the question facing parents is no longer whether young children will use the internet. The real question is how families can help children use it safely, intentionally, and without allowing online activities to crowd out the rest of childhood. Nearly Every Young Child Has Been Online According to the survey, 97% of children ages 3 to 10 had been online at some point, and 94% had used the internet during the four weeks before the survey. Children commonly accessed the internet through: Tablets Smart televisions Smartphones Gaming consoles Computers Smart home devices More than half of parents, 57%, reported that their child had at least one internet-connected device of their own. Device ownership increased significantly with age. Only 29% of children ages 3 to 4 had their own device, compared with 83% of children ages 9 to 10. This rapid increase in access means that digital parenting must begin well before the teenage years. By the time many families start thinking seriously about online safety, children may already have years of experience using connected devices. Children Go Online for More Than Entertainment Entertainment was the most common reason children used the internet. Ninety-six percent of parents whose children had been online said their child used it for fun. However, children were also going online to: Learn new things Complete homework Find information Communicate with family Maintain friendships Listen to music, podcasts, or audiobooks Explore personal interests Seventy-one percent used the internet for learning, while 42% used it to find information and 42% used it for homework. Nearly three-quarters had used an educational game, website, or app. The reasons changed as children grew older. Among children ages 9 to 10, 69% used the internet for homework, 61% used it to find information, and approximately half used it for communication or social connection. This is an important distinction. Not all online activity serves the same purpose. Watching an endless stream of recommended videos is different from video-calling a grandparent, researching a favorite animal, listening to an audiobook, or completing a school assignment. Parents may therefore get more useful results by looking at what children are doing online, not simply counting every minute of screen use as though it were identical. Social Media and AI Are Reaching Children Early One of the report’s more striking findings is how early children are encountering technologies commonly associated with teenagers and adults. Almost one-third of parents, 31%, reported that their child had used a social media platform or app such as TikTok, YouTube, Instagram, or Snapchat. Most accessed these platforms through someone else’s account or without an account, although 6% reportedly had their own social media profile. Social media use increased with age. Sixteen percent of children ages 3 to 4 had used a mainstream social media platform, compared with 41% of children ages 9 to 10. Newer technology is also becoming part of childhood. Fifteen percent of parents said their child had used an artificial intelligence assistant or companion, while 10% said their child had used a virtual reality headset. Among children ages 9 to 10, 25% had used an AI assistant or companion. These findings suggest that conversations about algorithms, AI-generated information, advertising, privacy, and online influence may need to begin earlier than many adults expect. Parents See Real Benefits Although parents often expressed anxiety about their children going online, they also recognized that digital technology can provide meaningful benefits. When given a list of possible benefits, 96% of parents whose children had been online identified at least one positive outcome. The most commonly reported benefits were: Having fun or relaxing Learning letters, words, numbers, or reading skills Learning about the world Exploring hobbies and interests Developing creativity Building digital skills Staying connected with family and friends Seventy-four percent said the internet helped their child have fun or relax. The same percentage said it helped with learning or understanding the world, and 74% reported benefits involving interests, hobbies, or creativity. The benefits also changed with age. Parents of younger children were more likely to report improvements in foundational literacy and number skills. Parents of older children were more likely to report benefits involving exploration, digital skills, and social connection. The report does not support the idea that digital media is entirely harmful or entirely beneficial. Its findings point toward a more realistic conclusion: the value of online activity depends on the child, the content, the context, and how adults support the experience. The Internet Has Become a Parenting Tool The research also recognizes a reality that is often missing from debates about children and screen time: parents sometimes need digital technology to get through the day. About two-thirds of parents said they had used the internet at least once a week to occupy their child while they took a break or had some downtime. A similar percentage used it while working from home or completing household chores. Parents also used online content to support household routines. Forty-six percent had used music, podcasts, audiobooks, or meditation apps at least once a week to help their child wind down or sleep. At the same time, 64% had regularly used the internet to have fun or connect with their child, including playing games or looking at content together. Parents should not be made to feel guilty for occasionally using a screen so they can cook dinner, finish a work call, care for another child, or simply take a breath. The report specifically calls for practical, accessible, and nonjudgmental guidance that recognizes the competing demands families face. Parents Are Worried, and Often Overwhelmed When parents were asked how they felt about their children being online, 67% initially described negative feelings, particularly worry and anxiety. Nearly two-thirds identified at least one challenge associated with their child’s internet use. The most common concern was that online activities interfered with other parts of life. Parents reported that internet use had: Interfered with other activities, 48% Created family conflict, 22% Exposed children to age-inappropriate content, 22% Contributed to emotional difficulties, 15% More than half were at least somewhat concerned about the amount of time their child had recently spent online. These concerns became more common as children grew older and gained greater access to personal devices, social media, gaming, messaging, and independent browsing. Most Parents Are Already Taking Safety Steps Parents are not ignoring the risks. Among families whose children could access an internet-connected device at home: 95% had at least one rule governing device use. 77% used at least one parental control. 74% monitored activities such as app downloads or search history. 87% had proactively discussed online safety with their child. However, 73% still found helping their child stay safe online at least somewhat challenging. Parents were also less likely to discuss certain complicated subjects. Only 33% had talked about what to do after seeing sexual images online, and 31% had discussed how algorithms influence what people see. Parental controls and restrictions remain useful, but they cannot replace communication. Children eventually use devices outside direct adult supervision. They need to understand why safety rules exist and know that they can ask for help without automatically losing access or getting into trouble. Five Practical Lessons for Families 1. Start online safety conversations early Online safety should not begin with one serious conversation when a child receives a phone. It can begin with simple lessons for preschoolers: “Tell me if something makes you scared.” “Do not share your name or address.” “Ask before clicking a new video or game.” As children mature, these conversations can expand to privacy, advertising, misinformation, algorithms, online friendships, AI, and harmful content. 2. Watch, play, and explore together Co-viewing and co-playing allow parents to understand what their children enjoy while creating natural opportunities to discuss safety. The report recommends regular joint engagement because it can improve the quality of children’s digital experiences and make them more comfortable speaking up when something goes wrong. 3. Create predictable routines Rules work better when they are consistent and understandable. Families might establish device-free meals, charging stations outside bedrooms, limits on autoplay, or specific times when entertainment screens are available. A written family technology agreement can help children participate in setting expectations rather than simply receiving orders. The eSafety Commissioner provides both family technology agreements and conversation resources for parents. 4. Protect important offline activities Instead of focusing exclusively on a precise daily screen-time number, parents can watch for displacement. Is online activity interfering with: Sleep? Reading? Outdoor activity? Family conversation? School responsibilities? Creative play? In-person friendships? The study found that interference with other activities was parents’ most commonly reported challenge. The goal is not necessarily to remove every screen. It is to make sure screens do not consume the parts of childhood that cannot be replaced. 5. Adjust the approach as children grow Younger children generally benefit from close supervision, simple rules, shared use, and predictable routines. Older children need increasing involvement in decisions about balance, privacy, healthy digital habits, and help-seeking. They may also need more direct conversations about social media, messaging, online strangers, algorithms, AI, and emotionally manipulative content. Parents Cannot Carry the Entire Burden The report makes another critical point: keeping children safe online cannot be the responsibility of parents alone. Technology companies must build safer products, improve moderation, simplify parental controls, and make the strongest privacy and safety protections the default for children. Parents should not need advanced technical knowledge to prevent a young child from encountering inappropriate content. Families can set rules and teach good habits, but platforms still control the algorithms, product designs, privacy settings, and recommendation systems children encounter. Finding a Healthier Digital Balance Children’s online and offline lives are no longer completely separate. Digital technology can support education, creativity, communication, relaxation, and family connection. It can also contribute to conflict, distraction, inappropriate exposure, and the loss of time for other important activities. The answer is not panic, shame, or the expectation of perfect parenting. It is ongoing involvement. Parents can create safer digital habits by remaining curious about what their children do online, setting developmentally appropriate boundaries, sharing digital experiences, protecting screen-free routines, and making sure children know they can ask for help. The internet will continue to change. The most important protection parents can give children is not a single setting or restriction. It is a strong, open relationship that allows online safety conversations to grow along with them.

Most conversations about children and technology focus on how much time kids spend looking at screens. But new research raises another important question: How does a parent’s phone use affect a child who is trying to connect with them? A 2026 study published in Frontiers in Psychology found that teenagers who perceived their caregivers as frequently distracted by phones and other devices were also more likely to report insecure attachment to those caregivers. The association appeared in relationships with both mother-like and father-like caregivers. The study does not prove that checking a phone causes attachment problems. However, it adds to growing evidence that what researchers call parental technoference may affect how children experience attention, availability and emotional connection at home. What Is Parental Technoference? “Technoference” describes situations in which technology interrupts or interferes with an in-person relationship. A related term, “phubbing,” combines “phone” and “snubbing” and refers to ignoring someone in favor of a phone. A parent can be physically in the same room as their child while appearing mentally somewhere else. Researchers sometimes describe this experience as “absent presence.” This might happen when a parent: Checks notifications while a child is talking Scrolls during dinner or family time Answers messages throughout a child’s performance or activity Continues looking at a device when a child asks for attention Regularly interrupts conversations to respond to the phone These moments may seem small to an adult, especially when the phone is being used for work, scheduling or family responsibilities. But repeated interruptions may feel different from a child’s perspective. What Did the Study Examine? The researchers surveyed 600 adolescents between the ages of 12 and 17 from the general U.S. population. Participants answered questions about their primary caregiver’s device habits and their own relationship with that caregiver. The teenagers rated statements such as: Their caregiver’s device use negatively affects their relationship Their caregiver ignores them while using a device Their caregiver does not spend enough time with them because of device use They feel unimportant when their caregiver will not put down a device They have conflicts with their caregiver about device use The researchers used these responses to evaluate a new measurement tool called the Device Attachment Interference Scale, or DAIS. They then compared the results with measures of anxious and avoidant attachment. What Did the Researchers Find? Higher levels of perceived caregiver device interference were significantly associated with higher levels of both anxious and avoidant attachment. The pattern was found among teenagers who identified a mother-like figure as their primary caregiver and among those who identified a father-like figure. The researchers controlled for the adolescents’ age and gender in their analysis. In practical terms, adolescents who felt that devices repeatedly competed for their caregiver’s attention were more likely to describe relationship patterns involving emotional insecurity. Anxious attachment may involve: Worrying about whether a caregiver is emotionally available Seeking frequent reassurance Feeling uncertain about the strength of the relationship Becoming especially sensitive to signs of rejection or inattention Avoidant attachment may involve: Becoming emotionally distant Avoiding dependence on a caregiver Hesitating to ask for comfort or support Learning to expect that bids for attention will not be answered The study’s central issue was not simply how many hours parents used their phones. It was whether teenagers felt that a device made their caregiver less attentive, less responsive or less available when connection was needed. Nearly Half of Teens Notice Distracted Parenting The new findings reflect an experience many families already recognize. A 2024 Pew Research Center survey found that 46% of teenagers said a parent was at least sometimes distracted by a phone while the teen was trying to talk to them. Parents viewed their own habits more favorably, with 31% saying this happened regularly. An earlier Pew survey found that 68% of parents said they were at least sometimes distracted by their smartphone while spending time with their children. Parents are not necessarily choosing their phones over their children intentionally. Smartphones now function as workstations, calendars, cameras, maps, news sources, banking tools and communication devices. The problem may be less about owning or using a phone and more about allowing it to interrupt the moments when children are seeking attention and connection. What the Research Does Not Prove This study should not be interpreted as proof that parental phone use directly causes insecure attachment. The researchers clearly identified several limitations: The study was cross-sectional, meaning information was collected at one point in time. The results show an association, not cause and effect. Both device interference and attachment were reported by the adolescents themselves. Teenagers who already feel insecure may be more sensitive to parental distraction. Other family or relationship factors may influence both attachment and perceptions of phone use. The new Device Attachment Interference Scale requires additional validation. The researchers also noted that some questions about emotional reactions to device use may partially overlap with questions measuring anxious attachment. Longer-term studies involving parents, adolescents and direct observations of family interactions will be needed. The responsible conclusion is not that every phone interruption damages a child. It is that frequent perceived inattention was meaningfully connected with how teenagers described the security of their caregiver relationship. Five Ways Parents Can Reduce Phone Distraction Parents do not need to abandon technology. A more realistic goal is to protect certain interactions from unnecessary interruption. 1. Respond to bids for attention When a child says, “Look at this,” asks a question or begins telling a story, pause before checking the phone. Not every conversation can happen immediately. When attention must be delayed, acknowledge the child directly: “I need two minutes to finish this message, and then I want to hear the whole story.” A clear response is different from appearing not to notice. 2. Establish phone-free family moments Designate a few predictable times when phones are put away or silenced. These might include: Family meals Bedtime routines Reading time School pickup Short car trips The first few minutes after arriving home Important conversations The American Academy of Pediatrics recommends creating screen-free zones and times, including family meals and bedtime, to support face-to-face connection, learning and sleep. 3. Turn off unnecessary notifications Every sound, banner and vibration creates a small invitation to leave the current conversation. Use “Do Not Disturb,”

The conversation around children's screen time has changed dramatically over the past decade. While technology can provide educational opportunities and help families stay connected, a new advisory from the U.S. Department of Health and Human Services makes one thing clear: Excessive and unhealthy screen use has become a public health concern for children and adolescents. The newly released U.S. Surgeon General's Advisory on the Harms of Screen Use summarizes the latest research and provides practical guidance for families, schools, healthcare providers, and technology companies. Rather than simply telling parents to "reduce screen time," the report explains why screen habits matter and how families can build healthier relationships with technology. Key Findings from the Surgeon General's Advisory The report highlights several growing concerns linked to excessive screen use. 1. Screen Exposure Begins Earlier Than Ever Many children are exposed to screens before their first birthday. By the teenage years, children may spend more time using screens than sleeping or attending school. 2. Language Development Can Be Affected One of the strongest concerns involves early childhood. The advisory notes that excessive screen exposure during a child's earliest years is associated with poorer language development and developmental outcomes. Young children learn language most effectively through face-to-face conversations, reading together, and interactive play rather than passive media consumption. 3. Sleep Suffers Healthy sleep is essential for learning, emotional regulation, and physical growth. The report identifies screen use, especially before bedtime, as a significant contributor to disrupted sleep. Blue light exposure, constant notifications, and stimulating online content can make it more difficult for children to fall asleep and stay asleep. 4. Mental Health Risks Increase For adolescents, heavy screen use, particularly social media, has been linked with increased risks of: Anxiety Depression Poor emotional well-being Reduced self-esteem Social isolation The advisory emphasizes that the risks extend beyond social media alone and include compulsive gaming, endless scrolling, and other digital behaviors that replace healthy real-world experiences. 5. Learning and Academic Performance May Decline Research summarized in the advisory links excessive recreational screen use with: Lower classroom performance Reduced attention Less physical activity Weaker in-person relationships Importantly, the report distinguishes between educational uses of technology and excessive recreational screen use. The quality of screen experiences matters, not just the number of hours. Warning Signs of Harmful Screen Use According to the advisory, parents should watch for behaviors such as: Constantly thinking about screens Becoming upset when screen time ends Repeated unsuccessful attempts to cut back Hiding online activities Losing interest in hobbies or face-to-face relationships Using screens to escape negative emotions These behaviors may indicate that screen use is becoming unhealthy rather than simply frequent. The "5 Ds" for Healthier Screen Habits The Surgeon General's accompanying toolkit encourages families to build healthier routines using five simple principles: Discuss healthy digital habits as a family. Do more activities together away from screens. Delay introducing devices and social media when possible. Divert children toward reading, outdoor play, sports, hobbies, and creative activities. Disconnect by creating screen-free times and spaces, especially during meals and before bedtime. Reading Together Is One of the Best Screen-Free Alternatives One of the easiest ways to reduce recreational screen time is to make reading a daily family routine. Reading aloud helps children: Build vocabulary Strengthen language development Improve listening skills Develop empathy Create lasting family memories Even just 15 to 20 minutes of shared reading each day can become a calming alternative to evening screen use. For families separated by work travel, military deployment, divorce, or distance, technology can still support connection in meaningful ways. A screen-free solution like the Recordable Book Buddy allows children to hear a parent's or grandparent's voice while reading any favorite picture book, combining the benefits of shared reading with the comfort of a familiar voice. It's Not About Eliminating Technology The Surgeon General is not calling for children to avoid technology altogether. Instead, the advisory encourages families to focus on intentional, balanced screen use while protecting time for: Family conversations Reading together Outdoor play Creative activities Exercise Sleep In-person friendships Technology should support childhood, not replace it. Learn More You can read the complete advisory here: U.S. Surgeon General's Advisory on the Harms of Screen Use: https://www.hhs.gov/sites/default/files/us-surgeon-generals-advisory-warning-on-the-harms-of-screen-use.pdf HHS Screen Use Resource Center: https://www.hhs.gov/surgeongeneral/reports-and-publications/screen-use-harms/index.html If you're looking for practical ways to encourage more screen-free family time, explore our collection of articles and discover how the Recordable Book Buddy helps families turn storytime into meaningful connection, one page at a time.

  There is a very specific smell that instantly transports me back to being eight years old: a combination of vanilla, dust, and old paper. It’s the smell of a library book that has passed through dozens of hands before reaching mine. Recently, while reorganizing a bookshelf, I opened a battered paperback copy of a childhood favorite, and that scent hit me. Suddenly, I wasn’t an adult worrying about grocery lists and deadlines. I was a kid again, completely consumed by the magic of a world trapped between two cardboard covers. It made me realize how vastly different reading feels when you’re a child. As adults, we read to stay informed, to improve ourselves, or to wind down after a stressful day. But when you are a child, reading isn’t a hobby. It’s a portal. Here are a few of my favorite memories from when books were the biggest adventure in the world. The Library as a Treasure Trove Going to the local public library was an event. I remember the satisfying crinkle of the plastic protective sleeves on the hardcover books and the heavy, hushed silence of the building. I would walk down the aisles, running my fingers along the spines, feeling like I was in a vault of secrets. Back then, picking out books was a deeply intuitive process. I didn't care about the author's pedigree or the glowing reviews on the back. I chose books based on the cover art, the thickness of the spine (thicker meant the adventure lasted longer), and the intriguing summaries on the inside flaps. Bringing home a stack of six or seven books felt like dragging home a chest of gold. The Midnight Flashlight Heists Every avid reader has this memory. The strict "lights out" rule at 9:00 PM was nothing more than a minor logistical hurdle. I had a heavy, clunky plastic flashlight that I kept hidden under my pillow specifically for this purpose. When the house went quiet, I would pull the duvet over my head, creating a stuffy, glowing tent. The stakes felt incredibly high. I had to turn the pages with agonizing slowness to avoid making a sound, my ears straining for the creak of the floorboards in the hallway that signaled a parent approaching. Those stolen hours in the dark, reading about magical wardrobes, talking animals, and faraway galaxies, are some of the most thrilling memories of my childhood. Living Inside the Story When you’re young, the boundary between the real world and the fictional world is beautifully thin. If I was reading a book about wilderness survival, I would spend the afternoon in the backyard trying to build a shelter out of lawn chairs and twigs. If I was reading a mystery, everyone in my neighborhood suddenly became a prime suspect in an imaginary crime. The characters weren’t just words on a page; they were my friends. I worried for them when I closed the book, and I couldn't wait to open it back up to see if they had made it out of danger. I mourned when a book ended, experiencing a very real sense of loss because I had to leave their world behind. The Legacy of the Dog-Eared Page Today, I read on a sleek e-reader. It’s convenient, lightweight, and can hold thousands of books. But sometimes, I miss the physicality of childhood reading. I miss the dog-eared pages, the cracked spines from books that were read and re-read until they fell apart, and the juice-box stains on chapter four. Those childhood books taught me empathy before I knew what the word meant. They taught me that the world is vast and full of possibilities, and that even the smallest person can be the hero of a grand story. I still love to read, but I’ll always cherish those early days when opening a book didn't just tell me a story—it completely changed my reality. What about you? What are your favorite childhood reading memories? Were you a flashlight-under-the-covers reader, or a read-in-the-branches-of-a-tree reader? Let me know in the comments below!

A Book Every Parent Is Talking About Jonathan Haidt’s book, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, has become one of the most talked-about parenting and mental health books in recent years. The reason is simple: it names something many parents, grandparents, teachers, and caregivers have been feeling for a while. Childhood has changed. Kids are spending less time playing outside, less time exploring the real world, less time in face-to-face conversation, and more time inside a digital world designed to hold their attention. Haidt argues that the rise of smartphones and social media has not just changed how kids communicate. It has changed how they grow up. You can buy The Anxious Generation here or view the book’s official website at AnxiousGeneration.com. What Is The Anxious Generation About? At the center of The Anxious Generation is Haidt’s argument that childhood shifted from a “play-based childhood” to a “phone-based childhood.” In a play-based childhood, kids learn through real-world experience. They climb, run, argue, make up, take small risks, get bored, solve problems, and build confidence away from constant adult supervision. In a phone-based childhood, much of that development moves onto screens. Kids spend more time scrolling, messaging, comparing, consuming, and reacting. Instead of free play, they get feeds. Instead of boredom, they get algorithms. Instead of independence, they get constant connection but not always the kind of connection that helps them feel grounded. Haidt’s point is not that technology is evil. His argument is more specific: smartphones and social media arrived so quickly that families, schools, and communities never had time to build healthy guardrails around them. Why Parents Are Paying Attention Parents do not need a research paper to know something feels off. Many can see it at home. Kids are more distracted. Bedtime is harder. Reading stamina is shorter. Anxiety feels more common. Family conversations compete with notifications. Even young children who do not have their own phones are growing up in homes where phones are always nearby. The public-health world has also been raising concerns. The U.S. Surgeon General’s Advisory on Social Media and Youth Mental Health states that we do not yet have enough evidence to say social media is sufficiently safe for children and adolescents. The CDC’s Youth Risk Behavior Survey has also tracked serious concerns around teen sadness, hopelessness, and mental health. The American Psychological Association has taken a balanced view: social media can offer benefits for some teens, but it can also expose adolescents to harmful content, social comparison, sleep disruption, cyberbullying, and addictive design. That is what makes The Anxious Generation so useful. It takes a feeling many adults have and gives it structure, language, and a set of practical next steps. Haidt’s Four Big Recommendations One of the clearest parts of the book is Haidt’s call for new cultural norms. These are not just private rules for individual households. They are community-level changes that work best when parents, schools, and families act together. According to the official Anxious Generation movement site, Haidt recommends: 1. No Smartphones Before High School This does not necessarily mean no phone at all. It means delaying full internet-connected smartphones. A basic phone can still let kids contact parents without giving them constant access to apps, social media, and the open internet. For parents, this recommendation can be a relief. Many families feel pressured to give kids smartphones earlier than they want because “everyone else has one.” Haidt’s point is that parents need a shared standard so no one family has to fight that battle alone. 2. No Social Media Before 16 Social media is not just a communication tool. It is also a system of public comparison, popularity metrics, algorithmic content, and constant feedback. For adults, that can be stressful enough. For kids and young teens, whose brains and identities are still developing, it can be overwhelming. Delaying social media gives children more time to develop confidence, friendships, emotional regulation, and a sense of self before entering an environment built around comparison and performance. 3. Phone-Free Schools A phone-free school day gives kids a break from the digital world. It also gives teachers a better chance to teach and students a better chance to focus. This recommendation matters because even when kids are not actively using their phones, the presence of the phone can divide attention. Notifications, group chats, social pressure, and the fear of missing out do not stop just because class starts. A phone-free school is not anti-technology. It is pro-attention. 4. More Independence, Free Play, and Responsibility in the Real World This may be the most hopeful part of Haidt’s message. The solution is not just taking something away. It is giving something back. Kids need more real-world freedom. They need time to play, explore, create, help, build, read, wander, imagine, and solve small problems without a screen mediating every moment. That does not mean ignoring safety. It means understanding that independence is part of healthy development. Children build resilience by doing real things in the real world. Why This Matters for Reading and Family Connection At Read To Me, we believe childhood needs more connection, not more noise. Books are one of the simplest ways to create that connection. Reading with a child slows the room down. It gives a child your voice, your attention, your rhythm, and your presence. It creates a small pocket of calm in a world that constantly asks kids to swipe, scroll, and move on. That is one reason conversations around The Anxious Generation matter so much. The answer to screen overload is not just restriction. It is replacement. Replace scrolling with stories.Replace background noise with conversation.Replace passive entertainment with imagination.Replace digital distraction with real connection. A child does not need every moment optimized. Sometimes they need a lap, a book, a familiar voice, and a few quiet minutes where no one is competing with a screen. What Families Can Do Today You do not have to overhaul your entire home overnight. Small changes matter. Create Phone-Free Rituals Start with one part of the day. Dinner. Bedtime. The ride to school. Sunday morning. A nightly reading routine. The goal is not perfection. The goal is to protect a few moments where your child gets your full attention. Delay the Smartphone Conversation If your child is asking for a phone, talk with other parents. The pressure becomes easier when families agree together. Haidt’s recommendations work best when communities create shared expectations. You can also explore the parent resources at AnxiousGeneration.com/take-action. Make Reading a Screen-Free Anchor A reading routine gives kids something predictable and calming. It builds language, attention, imagination, and emotional connection. For grandparents, parents who travel, deployed service members, separated families, or caregivers who cannot always be there at bedtime, a recorded voice can still make storytime feel personal. That is the heart behind the Read To Me Recordable Book Buddy: helping families turn any children’s picture book into a personalized read along experience, using the voice of someone the child loves. Give Kids More Real-World Responsibility Let kids help cook. Let them carry the library books. Let them build something, decorate something, mail something, walk somewhere age-appropriate, or make a plan. Confidence does not come from being protected from every challenge. It comes from discovering, “I can do this.” Model the Behavior This is the hard one. Kids notice when adults say “too much screen time” while checking their own phones all evening. Family screen habits work better when everyone participates. A phone basket, a bedtime charging station outside the bedroom, or a shared reading hour can help make the change feel like a family decision instead of a punishment. The Bigger Takeaway The Anxious Generation is not just a book about phones. It is a book about childhood. It asks an uncomfortable question: What have kids lost as screens have taken up more of their time, attention, and emotional lives? But it also offers a hopeful answer. Families can reclaim real-world childhood. Schools can protect attention. Parents can coordinate instead of going it alone. Kids can have more freedom, more play, more responsibility, more books, more face-to-face connection, and more time to become themselves without a screen constantly pulling them away. For any parent, grandparent, teacher, or caregiver trying to understand childhood anxiety, screen time, social media, and the need for healthier family routines, The Anxious Generation is worth reading. You can buy The Anxious Generation here or learn more at the official book site, AnxiousGeneration.com. Related Resources Buy The Anxious Generation by Jonathan Haidt Official The Anxious Generation website Parent Action Guide from AnxiousGeneration.com U.S. Surgeon General Advisory on Social Media and Youth Mental Health CDC Youth Risk Behavior Survey Results American Psychological Association Health Advisory on Social Media Use in Adolescence Read To Me Recordable Book Buddy

Why the Grandparent-Grandchild Bond Is So Important The relationship between grandparents and grandchildren is more than a sweet family connection. It can shape a child’s emotional development, strengthen family identity, support early literacy, and give both generations a deeper sense of belonging. In today’s busy world, many families are spread across different cities, states, or even countries. Grandparents may live far away. Parents may work long hours. Children may grow up with more screens than face-to-face family time. That makes intentional grandparent-grandchild connection more important than ever. Research has shown that involved grandparents can contribute to a child’s well-being. A major Oxford University study on grandparental involvement found that supportive grandparent relationships were significantly associated with child well-being. The study, often cited in discussions of intergenerational family connection, found that grandparents can provide emotional support, family stability, and a valuable sense of continuity in children’s lives. Grandparents Help Children Feel Loved, Safe, and Connected Children need dependable relationships. Parents are central, of course, but grandparents often provide a different kind of emotional security. They can be patient listeners, family storytellers, trusted comforters, and steady sources of unconditional love. For grandchildren, a close relationship with a grandparent can mean: A stronger sense of family identity More emotional support More confidence and security A deeper connection to family stories and traditions Extra encouragement during childhood challenges The American Psychological Association reported on research showing that time with grandparents was linked with better social skills and fewer behavior problems among adolescents, especially in single-parent and stepfamily households. That matters. When children know they are loved by more than one adult, they often feel more secure in the world. Grandparents give children another safe place to land. The Bond Benefits Grandparents, Too The grandparent-grandchild relationship is not one-sided. Grandparents benefit from connection, purpose, and regular interaction with younger generations. A Boston College study found that emotionally close grandparent-grandchild relationships were associated with fewer symptoms of depression for both grandparents and adult grandchildren. In other words, the relationship can support emotional well-being across generations. More recent research also points to the emotional benefits of grandparenting. The University of Michigan’s National Poll on Healthy Aging found that many grandparents report less loneliness and better mental health when they see or care for grandchildren regularly. For older adults, connection with grandchildren can provide: A sense of purpose Reduced loneliness More social engagement Mental stimulation A reason to stay active and involved Joy, humor, and everyday meaning Grandchildren do not just receive love from grandparents. They give grandparents connection, energy, and a continuing role in the family story. Grandparents Pass Down Family Stories, Values, and Traditions One of the most important roles grandparents play is preserving family history. Grandparents remember where the family came from. They know the stories behind old photos, holiday traditions, favorite recipes, childhood memories, and family sayings. When grandparents share those stories, children gain something powerful: roots. Family stories help children understand that they belong to something bigger than themselves. They learn about resilience, love, hard work, mistakes, humor, and heritage. A grandparent’s voice can make those stories feel real in a way no textbook or screen ever could. This is why simple rituals matter so much: A grandparent reading a bedtime story A weekly phone call A holiday tradition A recorded message A favorite book shared across generations A story about “when I was your age” These moments may seem small, but for a child, they can become lifelong memories. Reading Together Is One of the Best Ways Grandparents Can Connect With Grandchildren One of the easiest and most meaningful ways grandparents can bond with grandchildren is through reading. Reading aloud supports early literacy, vocabulary development, emotional connection, and social development. A study published in Pediatrics found that promoting reading aloud and play in early childhood had positive effects on children’s social-emotional development. A 2025 scoping review on early language development and reading aloud also found that reading aloud at home, in preschool, and in school can support children’s early language development when it is interactive, engaging, and responsive. For grandparents, reading aloud offers a natural way to connect. They do not need to plan an elaborate activity. They do not need expensive outings. They simply need a book, their voice, and a few minutes of focused attention. That is why storytime is such a powerful grandparent-grandchild activity. It combines: Literacy development Emotional bonding Voice recognition Family tradition One-on-one attention A calm, screen-free routine A grandparent reading a favorite picture book can become one of the most comforting sounds in a child’s life. Long-Distance Grandparents Can Still Build Strong Bonds Many grandparents do not live nearby. Some are across the country. Some are separated from grandchildren by military service, work, divorce, travel, or family schedules. But distance does not have to mean disconnection. Long-distance grandparents can stay close by creating simple, repeatable rituals: Reading the same book over video chat Sending voice recordings Mailing books with personal notes Scheduling a weekly storytime call Recording family stories Sharing favorite childhood memories Creating birthday or holiday voice messages Reading a bedtime story from afar The goal is not perfection. The goal is consistency. Children remember the people who show up for them, even in small ways. A familiar voice can be especially powerful. For young children, hearing a grandparent’s voice can create comfort, connection, and emotional closeness. That is why recorded storytime can be such a meaningful option for families separated by distance. A Screen-Free Way to Keep Grandparents Close In a world full of apps, tablets, and endless digital distractions, families are looking for more screen-free ways to connect. Books are still one of the best tools we have. The Read To Me Recordable Book Buddy was created for exactly this kind of connection. It attaches to virtually any children’s picture book and lets a grandparent, parent, or loved one record their voice reading page by page. Children can press the matching buttons and hear that familiar voice anytime. For grandparents who live far away, it creates a personalized read along experience that children can return to again and again. It turns an ordinary picture book into a keepsake filled with someone’s voice. For a child, that can mean hearing Grandma read before bed even when she lives in another state. It can mean Grandpa’s voice is part of storytime even when he cannot be there in person. It can mean family connection continues through the pages of a favorite book. Suggested internal link: Link “Read To Me Recordable Book Buddy” to www.RecordableBookBuddy.com Grandparents Help Build Emotional Resilience Children face plenty of stress: school pressure, changing routines, family transitions, social challenges, and overstimulation from screens. A strong relationship with a grandparent can offer another layer of emotional support. Grandparents often bring a calmer perspective. They have lived through more. They may be less rushed than parents. They can listen without trying to fix everything immediately. That kind of steady presence helps children feel seen and valued. A grandparent might be the person who says: “Tell me what happened.” “I’m proud of you.” “I used to feel that way, too.” “Let’s read together.” “You are loved.” Those simple words can stay with a child for years. Grandparent Connection Supports the Whole Family When grandparents are involved in healthy, supportive ways, the whole family can benefit. Parents may feel less alone. Children receive more love and attention. Grandparents remain active in family life. Family traditions are more likely to continue. Stories are less likely to be lost. This does not mean grandparents need to become full-time caregivers. In fact, balance matters. Some research suggests that moderate grandchild care may be beneficial for older adults, while very intensive caregiving can create stress and strain. The healthiest grandparent-grandchild relationships are built on connection, not pressure. They work best when grandparents can love, support, guide, and enjoy their grandchildren without being overwhelmed. Simple Ways Grandparents Can Connect With Grandchildren Grandparent bonding does not have to be complicated. The best connections are often built through small, repeated moments. Here are simple ideas: Read the same book together every week Record yourself reading a favorite story Send postcards or short letters Share family photos and tell the stories behind them Create a birthday tradition Teach a song, recipe, prayer, rhyme, or family saying Ask questions about school, friends, and favorite books Make a regular video call part of the routine Give books with personal notes written inside Create a voice keepsake children can listen to anytime For young children especially, repetition is powerful. The same book, the same voice, the same loving message can become a source of comfort. The Takeaway: Grandparents Matter More Than Ever Grandparents are not just occasional babysitters or holiday visitors. They are storytellers, memory keepers, emotional anchors, and lifelong sources of love. The grandparent-grandchild bond can support children’s emotional well-being, strengthen family identity, encourage early literacy, and reduce loneliness for older adults. Whether grandparents live nearby or far away, the connection is worth nurturing. A phone call matters. A letter matters. A bedtime story matters. A recorded voice matters. Because for a child, hearing “I love you” from a grandparent is never small. It becomes part of how they understand family, belonging, and love.