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Top Takeaways is a series of recaps from important conversations, town halls, webinars and virtual events about early learning.

A recent webinar on screen time, part of the presented by the New America Foundation, Slate and Arizona State University offered a discussion that paired Dan Kois (author of and host of Slate鈥檚 鈥淢om and Dad Are Fighting鈥� podcast) with Lisa Guernsey (co-author of and director of teaching, learning, and tech program at ).

Here are five takeaways:聽

1. Focus on content, not time. Many parents are told to impose strict rules about screen time, but Guernsey argued that in these extraordinary times, 鈥淲e can relax those limits and be forgiving.鈥� She did note that the American Academy of Pediatrics recommends zero solo screen time before 18 months, but they say joint media engagement鈥攚here parents and caregivers point out what they鈥檙e viewing and talk about it 鈥� has its place. The context matters too: viewing media with friends and family and talking about what you see on screen (or recounting those stories later, when the screen is off) is much better for learning than viewing alone.

2. Use tech as a means of connection. It鈥檚 a double-edged sword. While it sometimes feels like technology is turning us into a nation of zombies, it鈥檚 also something to appreciate when we can鈥檛 connect in person. The speakers mentioned Facetime and Zoom playdates, dance parties and book clubs. Guernsey described a 鈥渂ear hunt鈥� that took place in a Connecticut neighborhood鈥攆amilies drove or walked around town looking for teddy bears that had been placed in the windows of the houses. They recommended thinking of some online activities, such as Facetime with grandparents, in terms of how they can strengthen long-distance relationships. 鈥淢ake it about values,鈥� Guernsey said, rather than focusing so much on academics or getting things done.
3. Use screens as babysitters鈥攕ometimes. 鈥淚t鈥檚 hard to have little kids around 24/7,鈥� admitted Guernsey, and parents who are lucky enough to be able to work from home can get 鈥淶oomifried鈥濃�攁 term she credited to Kathy Hirsh-Pasek. While co-viewing is always ideal, TV shows for kids can benefit social and emotional development. She mentioned Daniel Tiger鈥檚 Neighborhood and other content, while a webinar participant recommended Discovery鈥檚 . 鈥淚t鈥檚 not the screen time I worry about,鈥� Gurensey said, 鈥淚t鈥檚 the mindlessness time.鈥�
4. Let online stuff lead to offline activities. Streaming video is an inherently passive pastime, but it can be a springboard for reading, physical activity and creative projects. You don鈥檛 need fancy art supplies to make a book about a movie you鈥檝e watched. A game you played online can lead to a scavenger hunt. Surfing the web can spark ideas for making a mess鈥攐r a snack鈥攊n the kitchen.
5. Recognize the differences between learning in a classroom and learning onscreen. Given the weeks and, possibly, months of closed schools, let鈥檚 all appreciate the teachers who are trying to do so much with so little, but face it: we鈥檒l never replicate what kids would be getting in school. Kois said he saw the pandemic as a chance to promote the idea that 鈥渓earning is a thing that鈥檚 worth doing鈥濃�攖hat is, not just for grades or stickers. He added, perhaps a tad wishfully, 鈥淜ids鈥� boredom threshold will plummet. They may become receptive to suggestions they would have rejected before.鈥�

This story originally published on Early Learning Nation and is now archived on 麻豆精品. Learn more here.