Children with higher screen exposure during infancy and the early school years may be more likely to have weaker working memory and lower academic performance later, according to a new study involving children in Singapore.

The research, conducted by scientists from Inserm and the National University of Singapore, examined screen exposure at different stages of childhood instead of looking only at total screen hours. The researchers followed 502 children from the Growing Up in Singapore Towards healthy Outcomes, or GUSTO, birth cohort.

Their findings suggest that the timing of screen exposure may matter. Higher exposure at around age one was associated with poorer academic outcomes later in childhood and weaker working memory at approximately age 10.5. Screen use at around age six was also linked to less favourable results.

The study, published in the World Journal of Pediatrics, identifies an association and does not establish that screen exposure alone causes weaker memory or school performance. Children’s learning outcomes are influenced by many factors, including home environment, sleep, school support, family resources and the type of activities they do away from screens.

Researchers assessed screen use at six ages to better understand whether certain periods of childhood could be more sensitive to screen exposure. The children’s academic performance was assessed at age nine, while working-memory skills were examined around age 10.5.

Working memory is a mental skill that helps children hold and use information for short periods. It supports tasks such as following classroom instructions, solving problems, reading comprehension and completing multi-step activities.

The study’s findings place particular focus on infancy and the early school years. These periods are often important for language development, play, social interaction and the formation of daily routines. More screen time may reduce the time available for activities that can support learning, including shared reading, outdoor play, creative play and conversations with parents or caregivers.

However, the researchers’ findings should not be read as a call to treat every type of digital use in the same way. The quality of content, the purpose of use and adult involvement can all influence a child’s experience.

Earlier research has also raised questions about the relationship between screen exposure and child development, including language and attention. But the broader evidence suggests that context is important.

A 2020 review of studies involving young children found that higher overall screen use was associated with weaker language skills. At the same time, educational content and screen use shared with a caregiver were linked to better language outcomes. This suggests that parents should look beyond the number of minutes a child spends on a device.

Screen use that replaces sleep, physical activity, reading or family interaction may be more concerning than purposeful, supervised and age-appropriate use. Parents can also consider whether devices are being used during meals, before bedtime or as a constant source of distraction.

The new findings add to the growing conversation around healthy digital habits for children. Rather than relying only on strict rules, families may benefit from creating balanced routines that protect time for sleep, play, learning and meaningful interaction.

For parents, the key message is not that technology must be completely removed from childhood. Instead, the focus can be on ensuring that devices do not crowd out activities essential to development.

Age-appropriate content, co-viewing with a parent and clear screen-free periods can help children use technology more thoughtfully. Families may choose to keep meals, bedtime routines and study time free from unnecessary device interruptions.

The study also underlines the value of starting healthy media habits early. As smartphones and digital devices become a regular part of family life, parents, schools and healthcare professionals may need to work together to help children develop a balanced relationship with screens.