As artificial intelligence enters classrooms and screens occupy an ever-larger part of childhood, the question is no longer whether children should encounter digital technology, but how they should use it…
Professor Grégoire Borst, director of the CNRS Laboratory of Psychology, Child Development and Education, says technology can support learning, but its value depends heavily on context.
Traditional books, for example, can be more effective for memorising information, partly because physical pages provide spatial reference points. Digital tools, meanwhile, can prove useful for practising mathematics or spelling and allow teachers to tailor exercises to individual pupils.
The technology, however, should remain a tool rather than a replacement for teaching.
Borst is particularly cautious about young children. Excessive screen time can reduce valuable interaction with parents, potentially affecting spoken language development. He recommends avoiding screens as far as possible before three, while children aged three to six should encounter carefully selected content with parental involvement.
Adults also need to examine their own habits: time spent looking at a phone is time not spent interacting with a child. Teacher training is equally important if classroom technology is to deliver genuine educational benefits.
Above all, children need guidance rather than simply being handed devices, and one old-fashioned rule remains particularly valuable: switch off every screen at least an hour before bedtime.
Image: Emily Wade