Why Do We Think Kids’ Screen Time Has To Be Educational?

We've all been there: overwhelm creeps in, exhaustion wins, and suddenly the iPad is sliding across the table, buying you a few precious moments to breathe. Then comes the guilt, not only about the screen time itself, but about what's on the screen. Sure, Paw Patrol could do the trick, yet you queue up something "educational" instead, hoping that the screen time might still count for something.

That pressure to choose the "right" content did not appear out of nowhere. Experts say it's decades in the making and has been shaped by an industry that knows how to aim directly at parental anxiety. Alisha Simpson-Watt, executive clinical director and founder of Collaborative ABA Services, LLC, a behavioural health practice, explains that the media industry has long sold parents a story: every screen moment should double as a developmental one, packaged in the glossy appeal of "edu-tainment."

"Many parents feel guilty about screen time because for years they’ve heard strong messages from medical and child-development professionals warning about possible long-term effects on attention, behaviour, and learning," Simpson-Watt tells Today's Parent. "At the same time, modern parenting involves balancing work, caregiving, and daily demands, and that can make screens feel both necessary and fraught."

Labelling content as educational, she adds, is one way parents cope because it reframes screen time as purposeful rather than passive. "In truth, children learn best through play, but when screens are used intentionally, they can complement learning," she explains. "High-quality, age-appropriate media can support academic skills, social interaction, communication and even emotional regulation, something many parents are pleasantly surprised to discover."

If that mix of relief and worry sounds familiar, you're not imagining it. To understand why parents feel so much tension around what their kids watch, it helps to zoom out. Up ahead, we'll take a closer look at how educational media came to be, what truly makes screen time meaningful and why it's perfectly fine to let your kids play without expecting them to learn something every time.

A short history of “edu-tainment”

Educational kids' media has a longer history than most realize. Melissa Cash, co-founder and CEO of Pok Pok, an award-winning digital play company that creates Montessori-inspired screen experiences for kids, traces its roots back to the late 1990s and early 2000s, the era of Baby Mozart and Baby Einstein. According to Cash, those titles promised that the right videos could give babies a developmental edge.

"Parents were sold on the idea that if their child watched classical-music-backed videos, they would not only be smart, but maybe smarter than their peers, all under the comforting umbrella of 'educational' media," Cash explains. "That promise helped the industry explode long before meaningful evidence could catch up."

Music, she says, became an easy entry point into kids’ media because it felt timeless and safe, rather than triggering the "screen time" worries that are common today. "Framing these products around classical soundtracks allowed companies to position them as something different from TV or games, even though they were still very much on a screen," she adds.

Eventually, however, studies revealed little to no developmental benefit from these titles and, in some cases, raised fresh concerns, sparking a wave of parental skepticism. “The market didn't disappear so much as pivot,” says Cash. “Once ‘smarter babies’ could not be credibly promised, the message shifted toward reassurance: the idea that some media was simply ‘better’ or ‘less harmful’ than the rest.”

Then came YouTube, and later YouTube Kids. Suddenly, "educational" videos shifted from curated DVDs to an endless scroll of kid-friendly clips. "Unlike the Baby Einstein era, there was a surge of content claiming to teach colours, numbers and language skills," Cash notes. “This shift scaled the assumption that naming equals learning. By promoting content that labelled colours or numbers, platforms fueled the notion that passive watching could build real skills. Videos tagged with 'educational' keywords were rewarded with algorithmic boosts, repeat views and growing parent trust."

As a result, screens started to feel more productive than indulgent, yet the outcome was not better learning, only a lowered bar for what counted as educational. "There are absolutely creators out there doing meaningful, research-backed work," she adds. "But not all of them."

Taken together, this history explains why so much kids' content is still marketed as "educational," and why parents still feel the pressure to make every screen-time moment count.

Why “educational” has become a moral shield for parents

The "educational" label functions as more than a marketing term; for many parents and caregivers, it has become a kind of moral shield. Ash Brandin, an educator and author who studies children's screen use, argues that this reflects a broader shift toward individualism. "As collective supports shrink, caregivers are increasingly expected to compensate for systemic gaps, whether that means managing screen time or finding alternatives when affordable after-school options do not exist," they say.

Brandin notes that this pressure is intensified by how modern parenting frames responsibility. "We are heavily guided to consider the needs of our child above all else in our parenting and family decisions, and that is not a bad impulse," they explain. "But when caregivers lack systemic support, such as paid parental leave, universal childcare or affordable after-school care, the burden to compensate for those gaps is often framed as an individual failing rather than a societal one."

As a result, caregivers feel tremendous pressure to ensure that every moment of childhood is productive. Brandin explains that many parents internalize the belief that if a child is not set up for success in the adult world by the time they turn 18, it reflects a personal failure, so every hour is expected to work toward that outcome. "It's a very ingrained sense of capitalism, in my opinion," they add.

Why unproductive time is valuable, too

That mindset also shapes how parents view unstructured time. Yaron Litwin, a screen time expert and CMO of the Canopy Parental Control App, notes, "Idle time is equated with wasted time in the minds of parents because they were trained to equate productivity with worth. For kids, however, boredom is often where imagination, self-direction, and frustration tolerance are developed, which means that 'unproductive' time can be deeply valuable."

This is where 'educational' can become a kind of moral cover. "If parents believe that every minute must be maximized, they may feel compelled to label screen use as enriching to justify it," Brandin points out. "At the same time, not everything marketed as educational is designed with children's well-being in mind. Some apps use parasocial relationships, where a character pressures a child to keep playing or make another purchase. Others rely on token systems, rewards, or autoplay features that make it hard to disengage."

Litwin also cautions that not all educational media is inherently beneficial. "High-stimulation educational media is not necessarily ideal for kids," he says, noting that fast pacing, constant reward cues, and screen overexposure can undermine attention spans. "When content is designed to keep children hooked, it can train the brain to expect nonstop novelty, which can make slower-paced activities like reading, schoolwork, or even outdoor play feel dull by comparison," he adds.

What actually makes something developmentally meaningful (and why most screens do not need to be) 

If parents are going to stress about screen time, it helps to focus on what actually makes an experience developmentally meaningful and why most screens do not need to meet that standard. Elizabeth Fraley, CEO of Kinder Ready Inc., an early childhood education company, says that an experience becomes developmentally meaningful when children are given stimulation that matches their potential and strengths.

"Usually, content that is developmentally meaningful spans across multiple areas of development, including language, cognition, and social readiness," she explains. "Screen time can be fun, low stimulation, and provide options for children with various themes and interests. There does not always need to be a measurable practicality to screen time."

Parents can also shift from hyper-teaching to exploration, creativity and open-ended play. "Children are more responsive to organic, open-ended play and exploration versus rote teaching or forced activities," Fraley points out. "When screen experiences seem more organic and child-initiated, they help inspire creativity and improve both the length and quality of screen time."

Don't discount quiet, low-stimulation screen time

Fraley also emphasizes that high-quality digital play is often much calmer than parents expect. "Children respond well to low-stimulation screen time," she continues. "In fact, a low-stimulation show could engage a child much longer than loud, overly academic, or repetitive programming. Children are likely in a setting at school with more noise than at home, so having a quiet and calming screen time experience is more advantageous for children and families alike." 

Just as important as the content itself is the way children engage with it. Fraley notes that meaningful learning tends to happen through autonomy, play, repetition and imagination. "Students need opportunities to learn through independence, and children learn so much through play, especially in early childhood," she shares. "With literacy skills and math skills, repetition is a key ingredient for mastery during screen time. Using imagination during screen time helps children engage with learning at a deeper level, and these different learning modalities will look different depending on the child's age, preferences, personality, and prior experiences with screens."

Ultimately, Fraley says the most important question is not whether something looks educational, but whether it supports both a child's and family's well-being. "Education is education," she stresses. "But if the screen time doesn't ignite the child's senses and interests, it is not going to be the most productive experience for the child or family."

Kids deserve entertainment, too

While parents are often encouraged to see every activity as a learning opportunity, kids' entertainment does not need to look or feel like school to be valuable. Theresa Bertuzzi, Chief Program Development Officer and co-owner and founder at Tiny Hoppers, an award-winning early learning center, says the key is understanding what kind of thinking each experience invites.

To distinguish between entertainment, learning, and true digital literacy, and to explain why "educational" does not always mean "better," she focuses on how active a child's mind is. "Entertainment is about helping kids unwind, especially after a busy day," she explains. "Learning happens when a child is engaged enough to understand something new and then use it again later, like recognizing letters in a book after seeing them elsewhere. Digital literacy goes even deeper. For kids, this means slowly learning how screens work, understanding that not everything they see is real, noticing patterns like ads or autoplay, and learning when to use a screen and when to step away."

Screens can also be simple, useful tools for kids, not just teaching devices. Bertuzzi suggests that a familiar show or game can be calming because kids know what to expect, and that predictability can help during transitions such as getting ready in the morning, waiting for an appointment, travelling, or winding down after school. "For parents, screens can create a short pause to handle another task, and for kids, they can offer comfort and regulation when used thoughtfully," she says. "In those moments, the value is not education; it is support and stability."

Real learning for kids, Bertuzzi emphasizes, still comes mostly from human interaction because children learn through relationships. "When an adult talks with a child, answers their questions, and responds to their reactions, the learning becomes personal and meaningful," she says. "Alphabet songs and teaching apps can introduce ideas, but they cannot adjust to a child's confusion, excitement, or curiosity in the moment. Kids learn language, problem-solving, and emotional skills through back-and-forth conversations and shared experiences in a way that even the best 'educational' content cannot replace."

Screen time helps parents—and that's okay

For many parents, screens are not just about learning or entertainment; they are about getting through the day. Sometimes, they are the only way dinner gets made or a baby gets fed. “The language of ‘guilt’ suggests that screen use is a moral lapse, when in reality it is often a practical decision made in the context of caregiving work,” says Dr. Margaret Honey, a nationally respected authority at the intersection of child development, learning science, and digital media. “Parenting requires constant judgment calls, and technology is one of many tools families use to get through the day.”

For Cash, co-founder and CEO of Pok Pok, that reframing shows up in small, very practical moments. “Right now my favourite time to turn to screens is really early in the morning,” she says. “Sometimes my three-year-old wakes up incredibly early and crawls into my bed, begging to go downstairs and play. Instead, he plays Pok Pok on the lowest volume and screen brightness. He snuggles quietly beside me in the dark and plays, chatting to himself and the characters, so I can sleep a little longer. With a little baby in the next room, even an extra 15 minutes of sleep counts for a lot. Sleep is survival."

So what should parents look for in kids’ content?

With so many shows, apps, and games vying for your child's attention, figuring out what's truly "good" for them can feel overwhelming. To cut through the noise, Matthew Johnson, director of education at MediaSmarts, suggests watching for both red and green flags when evaluating kids' media.

Red flag

“Parents should be skeptical of any educational claims that suggest something can ‘boost’ or ‘accelerate’ learning,” Johnson says. “In-app purchases and commercial tie-ins are also significant red flags." He adds that parents should be cautious of anything that frightens young children, such as scary visuals or scenes where characters are in danger.

Johnson also warns that parents should watch out for:

• Features that prioritize continued engagement over a child's well-being. "These include apps that encourage parasocial relationships, where a character pressures the child to play longer or to make a purchase, such as a crying character who needs to be soothed, and lures, including tokens, rewards, or virtual toys used to attract children’s attention and keep them engaged," he points out.
• "Similarly, autoplay makes the transition away from screen-based activities particularly difficult for small children."

Green flag

On the flipside, Johnson says "green flag” content often gives kids agency and room to explore. "The best digital experiences are voluntary, self-directed, and open-ended," he suggests. "This means they let kids decide how long to play, how to use the app, and when to stop."

Good-quality experiences, says Johnson, also include:

• Open-ended functions, such as cameras or art-making apps, that allow children to organically incorporate them into their free play and create their own imaginary worlds.
• Functions that make it easy for children to include others, like parents or siblings.
• Encourage kids to reflect on their choices instead of simply reacting to prompts.

Passive screen time

For younger children, passive media like TV or videos require a different lens. Johnson recommends choosing content with a slower pace, since little ones do not always grasp fast transitions, cuts, or flashbacks. "High-quality shows for this age group often unfold in real time, giving children space to process what they see," he explains.

Finally, Johnson says that the best gauge of what works isn't the app store description; it's your child's behaviour. "If they melt down whenever it’s time to stop, or become aggressive or agitated, that’s a sign the experience isn’t regulating or positive,” he says. “But if they’re laughing, asking questions, or inspired to go off-screen and play, that is when you know you’ve found something good.”

Let screens be screens

Ultimately, letting screens be screens means letting go of the idea that your child's screen time is a signal of your worth as a parent. As Brandin puts it, "The amount of screen time you allow your child to have does not have a proportional relationship to your worth as a parent. Having less screen time doesn't make you a better parent, and having more screen time doesn't make you a worse one. Your job is not to martyr yourself in an attempt to shield your child from every possible negative influence they may encounter."

Instead, Brandin argues, a parent's job is to raise future adults who will live in a technologically driven world, and those future adults deserve to rest, play, and have fun. "Modelling that balance," he says, "means making room for fun and leisure, screentime included, in ways that support the needs of everyone in the family, adults as well as kids."

When screens are treated as one tool among many, rather than a constant test of whether you are choosing the most "educational" option, it becomes easier to focus on what actually serves your child's well-being and your own.

Experts

• Alisha Simpson-Watt is the executive clinical director and founder of Collaborative ABA Services, LLC, a behavioural health practice.
• Melissa Cash is the co-founder and CEO of Pok Pok, an award-winning digital play company that creates Montessori-inspired screen experiences.
• Ash Brandin is an educator and author who studies children's screen use.
• Yaron Litwin is a screen time expert and the CMO of the Canopy Parental Control App.
• Elizabeth Fraley is the CEO of Kinder Ready Inc., an early childhood education company.
• Theresa Bertuzzi is the Chief Program Development Officer, co-owner, and founder of Tiny Hoppers, an award-winning early learning center.
• Dr. Margaret Honey is a nationally respected authority working at the intersection of child development, learning science, and digital media.
• Matthew Johnson is the director of education at MediaSmarts