"Overexposure to screens causes alterations in the brain"

"They are more vulnerable because we are talking about a developing brain that receives, through the screen, visual and auditory overstimulation before there is sufficient maturity to even understand what is happening on that screen. Learning clearly does not make sense through a screen until after the age of three. When comparative studies have been done, face-to-face learning surpasses digital.

But in addition, this dopaminergic stimulation makes the natural world boring later, because there are not enough stimuli, but if children get bored it is because this takes its toll on the neurological level. Children overexposed to screens are more irritable, less patient, less tolerant of waiting , because attentional processes have been affected by this overexposure. In other words, overexposure to screens at an early age affects attentional and learning processes, if we talk about the cognitive level.

"Emotionally, because the stimuli that come to them from the screens are so attractive, they don't feel like playing afterwards; but it is through symbolic play that they develop emotions, that they learn to represent adult roles, that they integrate social norms, that they represent what happens to them at school... No matter how "digital natives" they are, children and their brains need the same in-person inputs throughout their lives."

Another aspect is the sustained relationship that children establish with the adult , when the latter is also glued to a screen. We see it in the park, on public transport: parents distracted by screens. Therefore, the quality of the relationship is somehow fragmented, and children need this sustained attention precisely to facilitate brain connections.

It also affects the learning of self-regulation mechanisms . When a child has a tantrum and we distract them with their mobile phone, or when parents, out of ignorance, try to avoid conflict by having their children permanently distracted, this is an immediate solution, but they are not giving them self-regulation resources.

No matter how "digital native" they are, children and their brains need the same in-person inputs throughout their lives.

And as for the physical effects , we can talk about sleep disorders, headaches, visual problems, psychopathological problems, musculoskeletal problems, obesity... We must be very alert to the issue of children's sleep and ensure that it is of quality, protecting them from screens before going to bed. Nowadays, neither children nor adolescents sleep the necessary hours and this has an emotional impact, on learning and also on the immune system.

Overexposure to screens is also causing an increase in language problems in the form of delays and alterations; there are already studies that indicate neurological damage to these brain areas."

"In the Manifesto on the use of screens to promote healthy development in early childhood, we recommend that from 0 to 3 years old there should be no screen at all . There will certainly be distracting stimuli, such as a television in the background, but we think that intentionally putting a child in front of a screen before the age of three, to watch a series, for example, is not relevant; they don't need it, and if they get used to it, they will later lose interest in playing and doing other things in person. From 4 to 6 years old , we recommend a maximum of 30 minutes a day, accompanied, and not introducing it as a habit. From 7 to 12 years old , we are talking about one hour a day, which is almost a fantasy, because studies say that currently it is five times this figure."

"We want our children to be digitally competent; they have to be to live in this society and it has many advantages. But in the first years of life, for the child to develop normally, they must be protected from screens."

Children are constantly being evaluated from a very young age by saying "look how well they understand digital devices, look how well they can navigate screens". It's not that they understand, it's that they are sponges to generate their identity and they need these inputs of "how I am". If we tell them that they are good at this, they will continue to do it, because we are reinforcing this idea to them. All of this is not harmless.

In the first years of life, for the child to develop normally, they must be protected from screens.

This has nothing to do with the child being digitally competent, they will be, of course they will be. Furthermore, knowing how to play video games and use social networks does not mean they are digitally competent, because they must have critical capacity, they must know how to discern which information is a priority and which is not.

"Yes, we can help parents to have a family plan for screen use at home, for example, to set limits so that they can be a role model for their children. But the most important thing is that they can access this information . And this goes beyond the four professionals who claim this care during early childhood. Our political representatives need to generate active policies to protect families, policies that come from above and that question, for example, the video game and social media industries. Preventive campaigns need to be carried out where there are families, advertisements on public transport, on social media and on television, for example. We could use screens to put information pills, health messages that say: 'We advise not to expose children under three years old to screens, set age limits, make a gradual introduction...'".

Family, school and community prevention in the use of screens

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"Technology is a tool at the service of people, but it should not be a substitute for pedagogy. In this sense, we believe that P3, P4 and P5 classrooms should not have screens , because we must protect them during these first years. Later they will have digital skills, but always through face-to-face education, and using screens as a complement. And what I would not allow is for there to be mobile phones in high schools until high school, but that does not mean that screens should not be used for educational purposes. We need to know what effects screens are causing with recreational use, and this use should not lead to interference in learning."

"The term addiction is sometimes used very lightly. I would be very cautious about using the word addict. I believe that children are an inexhaustible source of well-being and health if we provide them with the right conditions. If a child is addicted to their mobile phone and we take it away, and they throw tantrums for a few days and we don't give it to them, if it hasn't been something continuous over time, they can easily recover. In fact, we are seeing it. But we have to provide them with the right conditions, and that means offering them healthy leisure alternatives; playing, drawing, running, interacting with other children... However, if we let a child spend a lot of time with screens, we are helping their brain to become much more vulnerable."

"Depending on how long this overexposure has persisted over time, it can leave more or less aftereffects. If we get a child used to always eating with a screen in front of them and when they throw a tantrum we give them their mobile phone and deprive them of being exposed to their emotions and the ups and downs, they will not develop the capacity to face the difficulties of life. Perhaps later, if we take away their screens, they will stop being addicted to them, but they will no longer have the same starting point resources as another child who has done the activities typical of this age. And the same happens with adolescence, the aftereffects will depend on the time of exposure, but there will be several areas that will have been more affected than those of another person who has been more protected.

Overexposure to screens is taking its toll on the cognitive, emotional health and physical development of children and adolescents.

More longitudinal studies are needed to see the effect of these "digital natives / in-person orphans". But, for example, a study was conducted in the United States with 12 and 13-year-old boys and girls over three years in which the neurological impact is seen in adolescents who spend more hours connected to social networks. It is already being seen that overexposure to video games or social networks affects the nuclei that have to do with the regulation of emotions, in addition to the prefrontal cortex, where the executive functions are: planning, organization, knowing how to discriminate what is important from what is secondary. ... If it leaves this mark on the brain, then imagine if we are already exposing these children from a young age , when we know that during the first three years, brain connections triple."

The use of digital environments: concerns and challenges

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"It's cause and effect . What I see is that children and adolescents who had no previous problems, just because they are exposed to inappropriate content on screens for many hours, already develop problems: low self-esteem, more anxiety, difficulties coping with everyday life, depression... But factors that make a person vulnerable can make them more addicted to screens. For example, more introverted children who obtain recognition in the game that they don't have in real life, and this makes their self-esteem rise. Or children with ADHD , who when they are playing video games lower their serotonin, but playing for many hours increases their lack of attention. Overuse of screens has also been seen to increase some characteristics of children with autism , but at the same time for them it is a means of relating that cannot be removed suddenly, that must be regulated. Overexposure, therefore, is cause and consequence. What needs to be done in all these cases is to limit its use."

"Alarmist discourses only lead to a discourse of fear. It is good that there is an alert, but to reposition things. I do not think we should promote a fanaticism of "no screens". What we have to do is help families manage the use of digital devices and educate them in this sense . We need to help children and adolescents structure their leisure time, and that screen time is balanced with screen-free time and prioritizing artistic and sports activities that they like. Adults also need to reflect on our use of digital devices , for our mental and physical health, but also because what we do has more impact than what we say to our children.

"We are not demonizing technology in any way. Children may be watching age-appropriate content, accompanied and with a progressive approach. But what we do know is that overexposure to screens is taking its toll on the cognitive, emotional health and physical development of children and adolescents."