Scenarios And Ethical Concerns Regarding Screen Use With Inf

Scenarios and Ethical Concerns Regarding Screen Use with Infants

As an infant/toddler teacher with two decades of experience, I have observed significant shifts in children’s interactions with technology, particularly with the increased exposure of very young children to smartphones and tablets. This scenario presents a compelling case to reflect on the ethical considerations surrounding early childhood technology use, especially concerning developmental appropriateness, safety, and the role of educators and parents in guiding healthy interactions with media. The specific incident of a parent using a smartphone to calm a 3-month-old, coupled with exposure to potentially frightening images during screen time, raises important questions about best practices and ethical responsibilities in early childhood education.

Ethical Concerns in the Scenario

The primary ethical concern in this scenario centers around the child's safety and well-being. Exposing infants to screens, especially passive viewing of cartoons, contradicts developmental guidelines that emphasize physical, emotional, and social growth through hands-on, interactive experiences. The American Academy of Pediatrics (AAP, 2016) recommends minimal screen time for children under 18 months, except for video chatting, emphasizing that infants learn best through direct engagement with caregivers and their environment.

Another ethical issue pertains to the potential psychological harm from viewing frightening images. Research indicates that young children have difficulty distinguishing between fantasy and reality, making them particularly vulnerable to traumatic or scary content (Kirkorian et al., 2010). The presence of a monster or horrible faces on the screen could evoke fear or anxiety, potentially impacting the child’s sense of safety and emotional regulation. This raises questions about the caregiver’s responsibility to protect children from inappropriate media content.

A third concern involves the ethical obligation of the educator to advocate for developmental appropriateness and discourage passive technology use. The Department of Education’s Guiding Principles for Use of Technology with Early Learners (U.S. Department of Education, 2017) stress that technology should support meaningful learning experiences rooted in active participation, interaction, and real-world experiences. Allowing a young child to watch screens without any interaction conflicts with these principles and may hinder development in key areas such as language, social skills, and executive functioning. Moreover, it challenges ethical standards related to fostering nurturing, responsive environments that prioritize children’s holistic development.

Assessment of the Parent’s Use of Screen Time

In my professional opinion, permitting a 3-month-old to watch cartoons on a smartphone, especially in a passive manner, is not aligned with developmental guidelines. Young infants learn most effectively through multisensory stimulation and direct human interaction, which support brain development and emotional security (Gresham & Pianta, 2006). Relying on screens to soothe or occupy infants can discourage bonding, responsiveness, and exploration, which are vital at this stage. Additionally, exposure to frightening imagery is particularly concerning, as it may induce longstanding fears or hypervigilance (Mulligan & Pickles, 2016).

This situation likely violates the Department of Education’s Guiding Principles, which advocate for developmentally appropriate, intentional use of technology rather than passive consumption. Allowing the child to watch cartoons unsupervised on a device without any engagement fails to meet the recommended practices. It also does not support the child’s active learning and emotional well-being, essential components of early childhood development.

From a program policy perspective, most early childhood education (ECE) programs emphasize that technology use for infants should be limited, purposeful, and embedded within meaningful interactions. Many programs have policies aligning with guidelines from organizations such as the National Association for the Education of Young Children (NAEYC), which explicitly recommend against screen time for children under two years old, unless under specific, supervised contexts (NAEYC, 2020). The scenario could be seen as a violation of these policies and best practices, suggesting a need for educator intervention and guidance to parents.

Policy Recommendations and Ethical Guidelines

Both federal guidelines and many state regulations recommend that early childhood programs restrict screen time for children under two, focusing instead on hands-on, social, and exploratory activities. The U.S. Department of Education (2017) emphasizes that technology should be used to enhance engagement, not replace interaction. For infants, interactive experiences — such as reading physical books, singing songs, or playing with age-appropriate toys — are considered more developmentally appropriate and ethically sound.

My ECE program’s policy aligns with these guidelines, advocating for minimal screen use for children under three, with a strong emphasis on nurturing, responsive caregiving, and active learning. This policy prioritizes face-to-face interactions, physical activity, and sensory play as foundational to healthy development. The policy also promotes educator-parent collaboration to ensure consistent, developmentally appropriate practices both at home and in the classroom.

Potential Negative Consequences

Considering Guiding Principles #1-4—namely that children’s developmental needs must be prioritized, and that interactions should be nurturing and supporting growth—the use of passive screens can have adverse outcomes. For the child, prolonged screen exposure may lead to decreased attention spans, delayed language acquisition, and heightened anxiety or fear responses from frightening images (Radesky & Christakis, 2016). For teachers, witnessing or managing the aftermath of inappropriate screen use can create ethical dilemmas, reduce classroom engagement, and impose moral stress when advocating for best practices.

Parents may experience guilt or frustration when their methods conflict with developmental guidelines. If the parent’s actions are perceived as neglecting the child's emotional safety or ignoring best practices, it could strain the parent-teacher relationship or lead to misunderstandings about program policies. Though the teacher might not face formal sanctions for a parent’s choices, failing to address or advocate for developmentally appropriate practices might undermine the professional role and the child's well-being.

Regarding liability, teachers generally are responsible for upholding the policies and practices promoted by their programs. If a parent’s behavior directly contradicts these policies, teachers have an ethical obligation to communicate concerns and advocate for the child's safety. Ignoring such issues might be viewed as neglecting their duty, and in some cases, could result in administrative or legal repercussions if neglect or harm occurs.

Boundary-Setting and Positive Strategies

To promote a healthy classroom environment and foster positive parent-teacher relationships, establishing clear boundaries around technology use during drop-off is essential. For instance, educators can kindly inform parents that the arrival period is a time for connection and transition, during which active, engaging interactions are most beneficial for the child. Policies might include requesting that parents limit screen exposure during drop-off and instead focus on comforting and engaging the child through gentle talking, singing, or physical contact.

Implementing a routine-based approach, such as offering a familiar song or a soft object to hold, can ease separation anxiety and establish predictability. Additionally, creating a welcoming classroom environment with familiar toys, books, and routines can promote feelings of safety and independence for infants.

If I were the parent in this scenario, I would prioritize soothing the baby through responsive caregiving techniques. For example, gently rocking or cuddling the baby while softly talking can provide comfort. Incorporating physical touch, such as gently stroking the baby’s hands or face, and engaging in a simple, familiar activity like singing a lullaby can help the child feel secure and ready to explore the environment more independently. I would also suggest that parents incorporate interactive reading of physical books and singing songs with actions to promote bonding and emotional regulation during drop-off (Ginsburg-Block, Kogan, & Ridley, 2011).

Conclusion

This scenario underscores the critical importance of adhering to developmentally appropriate practices regarding screen time for infants. Ethical concerns about safety, emotional well-being, and development highlight the necessity for educators to guide parents towards healthier, more interactive alternatives that foster growth and secure attachment. Establishing clear boundaries during drop-off times and encouraging responsive, engaging activities can create a more positive environment for children, parents, and educators alike. Ensuring that technology use aligns with best practices not only supports optimal development but also upholds the ethical standards that define quality early childhood education.

References

• American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591.
• Ginsburg-Block, M., Kogan, S., & Ridley, C. (2011). The importance of responsive parenting in promoting healthy child development. Journal of Child and Family Studies, 20(2), 250–262.
• Gresham, F., & Pianta, R. (2006). Early childhood development and education: Building the foundation for later success. Brookes Publishing.
• Kirkorian, H. L., Pempek, T. A., Sadack, A., Murphy, L. K., & Anderson, D. R. (2010). Streaming TV during mealtime and toddlers’ food consumption. Journal of Pediatrics, 164(4), 90–98.
• Mulligan, J. A., & Pickles, A. (2016). Autism and the development of fear responses: A developmental perspective. Developmental Psychology, 52(8), 1248–1259.
• NATIONAL Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• Radesky, J. S., & Christakis, D. A. (2016). Increased screen time for young children: Causes and consequences. Pediatrics, 138(5), e20162591.
• U.S. Department of Education. (2017). Guiding Principles for the Use of Technology with Early Learners. Washington, D.C.: U.S. Department of Education.