Before you hand your preschooler a tablet, read this.

Once upon a time, a little girl asked, “Mommy, how long until we get to Gram’s house?” The mother answered, “We’ll be close after you find one bridge, two stop signs, two stoplights, and a McDonald’s.” Yes, that was the world that I grew up in, and I couldn’t be more grateful. Through those small “tasks” of just getting to my Gram’s house, I learned to see the world outside, pay attention to my surroundings, see the world “in print,” and have discussions with those around me (even if it was to say, “Have we passed a stop sign yet?!”) that helped to build my vocabulary and sense of self in the world.

Today, parenting is much more challenging. Two parent working families are the norm, resulting in our kids’ need for more directed activity after school (sports, dance, music), more time spent in the car, a transient society that separates parents from supportive grandparents and extended families, and the list goes on. So, it’s no wonder that a magical device with a screen that can hold our child’s attention while we manage ever-pressing demands is at hand. We grab onto it like a seemingly harmless pacifier to a newborn. However, as diligent parents, we need to anticipate what this screen time can mean for our children’s future.

How quickly parenting has changed with the amazing world of technology! And how thankful I am for many parents that come through my classroom wanting to know, “How do I make this work?!” I am certainly not an expert in the technology field, but as a PreK teacher with over 20 years of experience, I can share insights to what I have observed in students when learning and “play” through technological resources has become more prevalent.

First of all, I believe that God created our brains to learn through the gifts of nature and experiences. God gave us many ways to interpret His world, allowing our brains to learn using the gift of our five senses. Children learn in four ways: visually, auditorily, tactically (by touch), and kinesthetically (by movement). While iPads and tablets can give a great introduction to or review of an academic skill, it removes two of the very important modes of learning. Research has shown that by using many modes of instruction and learning, better connections are made in the brain for future use and recall. Think about this: a middle school student can watch a video of a frog dissection, but he is still going to miss several connections if he’s never seen a real frog hop, held a frog, known the slick feel of it’s skin, etc. When children play and experience situations using all of their senses, they learn through those experiences, which also leads to higher executive functioning skills as they develop. There is also evidence that children who spend more time engaged in “screen activities” spend less time engaged in the play activities that are crucial for strong child development.

Healthy child development occurs through four critical factors: movement, touch, human connection, and exposure to nature. Picture a child sitting alone with an iPad engaged in a game (even an educational game) while caregivers are busy with other tasks. While we think a digital activity is a harmless and safe alternative, we are depriving that child of all four critical development factors. “The American Academy of Pediatrics recommends that screen time be avoided for those under age 2, whose brains are developing rapidly. For children ages 3 to 18, the AAP advises limiting screen time to two hours per day.“ (Carolyn Gregoire, Huffington Post) And for young children, that time should be divided into short increments. It is evident in the classroom that children given long periods of screen time have a harder time attending to tasks that need more than just a few minutes of undivided attention or independent focus.

Young children learn through experiences. Consider the things a young child learns when participating in the grocery shopping trip. He can feel that an apple is heavier than a lemon, she can smell that strawberries are sweet, he can see that chocolate milk is brown, she can hear about the ingredients and learn the process of making a salad, and yes, he can taste something new at the sample table! Riding in the grocery cart with a tablet in hand denies that child of many experiences that go into the building of foundational skills in education, including focus and patience. Think also of the beautiful world your child can discover, and the vocabulary and speaking skills that can be developed, as you talk about the things you see as you travel in the car when he looks out the window instead of at a two-dimensional screen.

As important as it is to look at the effects of technology use on brain development, I have also seen a tremendous decline in fine motor skill abilities when children come to school as 3- or 4-year olds. Not many years ago, holding a pencil or crayon correctly was easy for almost all children, and the task of simply coloring a picture was a more welcome activity than we see today. As little hands are being used to hold a tablet or other device, small muscles are not being utilized or strengthened to allow for dexterity needed to write, color, cut, or manipulate small items.

We now live in a very technologically-driven age, and our children must certainly develop skills to succeed in such an age. I’ll be the first to admit that there are very good programs and apps that help to teach our younger learners. (I’m pretty sure my class would not be learning their coin names without the crazy money song that we watch!) However, the next time you feel drawn to pass off your phone, iPad, or tablet to your child, consider if this is the best way for your child to spend her time at that moment. There is so much out there that God created to allow her to learn. Make sure to use those gifts, especially the gift of time, wisely.