How should families and schools think about screen use in early childhood? At today’s Rugby Table session, Growing Up with Screens, parents and educators came together to consider the evidence, share questions and explore what a balanced approach can look like in practice.

Led by Mark Symmonds, Head of Pre-Prep at Rugby School Hanoi, the conversation focused on a question many families are asking: how can children grow up confidently in a digital world while still having the time and space they need for play, conversation, movement and real-world discovery?

Looking beyond “more” or “less” screen time

Advice about children and screens can feel contradictory. Rather than treating screen use as a simple choice between unrestricted access and a complete ban, the session looked at what research says about the context in which screens are used: what children watch or do, for how long, whether an adult is involved, and what the screen might be replacing.

Research discussed during the session included a 2024 systematic review and meta-analysis of early childhood screen use. It found associations between some patterns of screen use and poorer developmental outcomes, while underlining that associations do not, on their own, prove that screens caused those outcomes. Another 2024 review found a small learning benefit when young children used digital media with an adult, compared with using it alone. Together, these findings point to the importance of thoughtful choices, adult interaction and the quality of children’s experiences.

The discussion also considered the UK Department for Education’s 2026 early years guidance, which advises avoiding screen use for children under two, except in exceptional circumstances, and limiting it for children aged two to five to up to one hour a day, preferably less. The guidance takes a precautionary approach; it is not a claim that a particular amount of screen time is proven safe for every child.

A clear principle at Rugby School Hanoi: real experiences first

Rugby School Hanoi’s approach begins with a simple question: Could a teacher, a book, a conversation or a hands-on experience support this learning just as well—or better?

If the answer is yes, the school chooses the real-world experience. Children learn about the natural world by observing, exploring and asking questions. Books, stories, maps and family experiences help them discover other places. A screen may occasionally add something useful—for example, showing a brief time-lapse of a caterpillar’s transformation—but it should extend an experience, not take its place.

This is part of a wider commitment to prepare for the world children are growing up in while keeping their development at the centre of decisions. As expectations around technology and early years education continue to evolve, Rugby School Hanoi is making its principles clear: technology should have a specific purpose, be used briefly and thoughtfully, and remain guided by an adult.

In practice, this means:

• Real-world learning through play, conversation, reading, movement and exploration comes first.
• Teachers should be able to explain why a screen is being used and what it adds to the learning.
• Children do not watch passively; adults guide, question and engage with them.
• Screens are switched off when the learning purpose has been met.
• Screen-based learning should connect back to practical activity, discussion or exploration.

The school also sets firm boundaries. Screens are not used as rewards or to manage behaviour, and they are not used during meals, snacks or transitions. Children do not have unsupervised internet access, social media access or direct interaction with generative AI in Early Years. Whenever screens are used, adult supervision and engagement are expected.

Working together at home and school

The conversation extended beyond the classroom to the routines families build at home. Small, realistic changes can help create a healthier balance: keeping meals screen-free, choosing content together, replacing some passive viewing with shared reading, avoiding screens close to bedtime, or putting adults’ phones aside during family time.

These choices are easier to sustain when home and school share an understanding of what children need. That is why Rugby Table creates space for parents, educators and community members to discuss questions about education, wellbeing, character and modern family life together.

The session did not aim to make families feel judged or to present technology as either wholly harmful or automatically beneficial. It offered an opportunity to examine the evidence carefully, recognise what is still unknown and consider how adults can make intentional decisions for the children in their care.

Preparing children for a digital world without losing sight of childhood

Children need to grow up able to engage with the world around them, including the digital world. They also need time to build relationships, move, imagine, play and learn through direct experience.

At Rugby School Hanoi, the principle is clear: the whole person is the whole point. Technology may have a carefully considered place in a child’s learning, but it should support development rather than define it. By bringing evidence, clear boundaries and family partnership into the conversation now, the school is working to ensure that its approach keeps pace with a changing world—and stays grounded in what matters most for children.

About Rugby Table

Rugby Table is a series of thoughtful gatherings for parents, educators and community leaders. Each conversation explores themes connected to education, wellbeing, character and modern family life, creating opportunities for reflection and meaningful connection in the spirit of Rugby School.