June 18, 2025 • 14 mins
Are your phone habits impacting your child’s growth?
We all know kids and screens don’t mix well—but what about parents and screens? A compelling new study has uncovered a strong link between a mother’s screen time and her child’s developmental outcomes. In this Doctor’s Desk episode, Dr Justin and Kylie Coulson unpack the latest research on "technoference" and what happens to our children when our eyes are glued to our devices. The results may just change the way you use your phone—especially around your kids.
KEY POINTS:
- Study Summary: Japanese research of ~4,000 mother-child pairs found that more than one hour of screen use by mums in front of their children correlates with lower language and social development.
- Two Hours or More: Greater than two hours was associated with lower global development outcomes.
- Technoference: The distraction of devices interrupts “serve and return” interactions—vital for healthy child development.
- Modelling Matters: Kids mimic their parents—mums who use screens more are more likely to have kids who use them too.
- TV vs. Devices: Passive screen time (TV) is less harmful than interactive, overstimulating device use—but still not ideal.
- Screen Time ≠ Quality Learning: Despite nostalgic memories of “learning” from Sesame Street, research shows TV is a poor teacher compared to real-world engagement.
QUOTE OF THE EPISODE:
"Screens are a hollow imitation of real life... real development happens in person-to-person, face-to-face interactions."
RESOURCES MENTIONED:
- The study published in Nature Scientific Reports (March 2025)
- Previous podcast episodes on child screen use and brain development
- Happy Families website: happyfamilies.com.au
ACTION STEPS FOR PARENTS:
- Be Present: Put down your phone when you're with your child—especially in those early years.
- Set Boundaries: Limit both your own and your child’s screen time with simple routines (e.g., no phones at the table or during playtime).
- Model Mindful Use: Show kids what healthy tech habits look like—because they’re watching.
- Prioritise Engagement: Make time for face-to-face chats, shared play, and reading together—real-life interactions build real brains.
Use Screens Intentionally: If you need a break, opt for TV over devices, and choose age-appropriate, narrative-driven content.
See omnystudio.com/listener for privacy information.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:06):
I've been coming up with some amazing studies recently for
the Doctor's Desk episodes and today no different. What is
the relationship between a mother's screen time and children's developmental outcomes?
That is, if you're with the kids, you're on the phone,
you're on the screen, you're on the tablet, you're on
the whatever, and the kids are around, does it impact
them at all? Does it matter at all? Today? That's
(00:27):
what we're going to unpack. Welcome to the Happy Families Podcast,
Real parenting solutions every day on Australia's most downloaded parenting podcast.
We are Justin and Kylie Coulson. Kylie, I'm so excited
to share this study with you. I think this is
an absolute dead set cracker.
Speaker 2 (00:42):
I'm actually intrigued about this one because I don't.
Speaker 1 (00:46):
Think I said it as excited to me as I should.
It's a dedit cracker. I'm really excited for this.
Speaker 2 (00:52):
Well, I am intrigued by it because screens play such
a significant role in our lives. It's interesting to me
to think that our usage would have an impact on
our children's development. Yeah.
Speaker 1 (01:05):
So there is a term for it. It's called techno
ference and a number of studies over the years have
been looking at this idea of techno ference, what happens
when you're on the phone, when you're on the screen, laptop, tablet, whatever,
to the kids and their development. This was a study
that was conducted in Japan. It's been published in a
pretty high level journal. It's called Nature Scientific Reports. Nature
is one of the world's leading journals. It was published
(01:27):
on March twenty four of this year, so it's only
been out for a couple of months. Here it is
in a nutshell. You've got about just under four thousand
mother child pairs. Called it a diad mother child diads,
so nearly four thousand of them. The kids are two.
And what we've got is essentially mums are filling in
the question. They're saying how much screen usage they've been
(01:49):
racking up in the presence of their child? Okay, and
then the child is being assessed in three domains. We're
looking at fine and gross motorabilities. We're talking about cognitive capacity,
visual spatial comprehension, and also interpersonal relationships, their socialization and
verbal abilities. Okay, how much does mum being on a
screen in the presence of kiddo impact child development? In
(02:13):
those three areas, and there was a whole, very sophisticated
analysis going on here to make sure that we were measuring,
or the researchers are measuring exactly what they thought and
taking into account a whole lot of other things that
could impact so they could statistically control for it. Here's
basically what they found. Kids of mums who used digital
media for one hour or more in the presence of
(02:34):
their child, those kids had lower language and social development
outcomes compared with the kids whose mums did not use
digital media while they were with them. And for the
children of mothers who used digital media for two hours
or more, they showed a lower total development quotient compared
(02:55):
with those mums who didn't use digital media. In short,
the wrap up, the summary of this is that when
mums use digital media for more than an hour a
day with their children, it's negatively associated with language development
in their two year olds, and use for more than
two hours is negatively associated with global development. It has
(03:17):
a significant impact across the board in terms of all
developmental facets and aspects, at least that we'll look at
in this study.
Speaker 2 (03:24):
So a handful of years ago, research was heavily focused
on children's screen time and especially in those young years,
and how that impacts their development. And now we find
ourselves here talking about mums specifically or parents in general
being on their screens in the presence of the children
and the impact it has. I'm curious to know how
(03:48):
the data compares well.
Speaker 1 (03:50):
It all kind of shows the same thing, and there's
I wasn't expecting that question because of when we were
prepping before. I thought we were going in a different direction.
But there is a whole lot of data that shows
that there's a coral between mother's screen usage and children's
screen usage. So it seems that mums who use their
phones particularly or the devices particularly in the presence of
their children are much more likely to also give their
kids a device to use or allow them to use
(04:12):
the device as well. They're just less restrictive around device usage.
And there is a relationship between child use and developmental
outcomes generally, so when kids are using devices, when kids
are on screens, we see the same negative relationship. That is,
as device usage and screen usage goes up, developmental out
comes decrease, they become worse. So it works both ways.
(04:37):
When mums are on the devices or when kids are
on the devices, we get worse developmental outcomes for children.
Speaker 2 (04:42):
So why is it that my screen usage while I'm
in the presence of my child has such a negative
impact on their developmental realities?
Speaker 1 (04:53):
So I would say that it's not just for screen usage.
I'd say if you're preoccupied, because it affects your ability
to be responsive, effects your ability to pay attention, it
affects your ability to be warm and engaged with your
child and language and interactions like a tennis match. There's
that serve and return. The baby makes some sound and
then your eyes light up and you say, it sounds
like you just said puppy, Or your child tries to
(05:15):
engage with you, or wants to play a game, or
asks some food, and you engage in response. So that
serve return, which is what usually developmental psychologists are researching
and talking about. It's harmed, it's reduced, it's interfered with.
When we have got something else that's occupying this. Once
upon a time, if we're sitting there reading a book
(05:36):
or a magazine, it's just much easier to tear yourself
away from that than it is from a screen. The
screens are so darn good at keeping us completely connected
and completely focused on the screen. So fundamentally, what it
comes down to is parents are less There may be
more to it than this, but I think that the
real core of it his parents are less able to
engage with their kids, whether they know it or not,
(05:57):
because they're caught up in the screen.
Speaker 2 (06:06):
This research, it sounds like it's specifically dealing with handheld devices,
but I am interested in understanding and knowing whether or
not having the TV on, say, for instance, in the background,
has the same kind of impact on our children's development.
I grew up in a home where the TV was
pretty much on all the time. There was always still
(06:28):
is it still is?
Speaker 1 (06:29):
Yeah? Yeah?
Speaker 2 (06:30):
Yeah, So how does that impact kiz okay?
Speaker 1 (06:32):
So, first a quick clarification. In this particular study the
screen usage, they were just looking at digital media use,
so we're talking about laptops, tablets, and phones. It's not
phone only. To move on to the broader question of TV,
this study didn't look at television specifically. It was only
looking at those smart, handheld or mobile type of devices.
(06:56):
The research around TV is now decades old, although TV
is changing because it's becoming increasingly interactive, smart TVs and
so on my take on it is this, if you've
got the opportunity to turn it off, turn it off,
the background noise becomes a distraction. There's also the increased stimulation,
(07:16):
and so that can reduce children's capacity to pay attention
to one thing. There's no such thing as multitasking. All
we do is dilute their attention on things that matter,
like looking into your eyes or reading the book or
playing with the game. Fundamentally, as well, you'll find that
children who are sitting in front of a TV, or
if the TV is even on, you're going to get
less physical activity, sleep quality goes down, there's more noise,
(07:39):
and there's actually some really interesting research out there that
looks at just the impact of noise in the environment
and well being. And we're designed to be in quiet places,
so when there's always something going on, the brain's being stimulated,
but there's also a stress response. It's stressful to have
the screens going, it's stressful to have NonStop music, non
(08:00):
stop talk, NonStop chatter, NonStop background noise. All of that
adds up to create a level of stress in us
and our children. It amplifies what's going on in the
nervous system, so I would generally say keep it off. However, however,
I will say this, if you need to take a break,
whack the TV on. It's way better than giving them
(08:20):
an iPad or an iPhone or something like that. Why,
Because the TV has defined end points, you can turn
it off at the end of the episode. The TV
has narratives and storylines. We talked about this last week
on the podcast when we were talking about the Jonathan
Hate research. And the TV doesn't have the same stimulatory
impact that devices have when the kids are playing games.
(08:42):
There's just it's like a little mini casino for your
child's brain with all the excitatory stimulatory lottery sounding whizzes
and pops and bells and whistles and opportunities to win.
And this is not what's good for kids' brains. So
at least if they're watching an episode of Blue or
if they're watching something on ABC Kids, they get to relax,
(09:05):
developed some memphy, meld into a storyline. You don't want
too much of it, but it's better than it's better
than the alternative.
Speaker 2 (09:12):
So I find this whole scenario quite intriguing because at
the heart of it, kids are copycats, right that's how
they learn. So they hear something and they repeat it often.
I think about in my childhood Sesame Street, play school.
They were the places where I learned my ABC's, I
(09:35):
learned how to count I before I was even at school. Right,
And we're having a conversation about the fact that our
children's development is delayed by being exposed to these things,
and I kind of just want to push back on
it a little bit, because, like I remember, I remember
when my youngest sister was only about three, she went
(09:58):
and was babysat by a friend, and she came home
and out of nowhere, at the dinner table, she let
the F bomb far out, far out, yes, and we
all were like, what the heck. Anyway, as it turned out,
the people who had baby sat her had the TV
on and it has worn, and literally she heard it
(10:22):
and it took my parents months to eradicate that from
her vocapu very. And so here's my thinking. It's like
kids hear things and they repeat them, which would actually,
in my mind help language development, but this study is
suggesting that it actually doesn't.
Speaker 1 (10:39):
Not exactly the language development that you want. Okay, So
there are a couple of really easy things that I
can respond to here that are based in the very
best research evidence. First of all, children do repeat what
they hear. However, they are much more likely, especially when
they're young. They're much more likely to repeat what they're
hearing in a real person conversation rather than what's on
the screen. Even when they do repeat what's on this screen, though,
(11:00):
they don't necessarily have the context or the understanding of
the vocabulary, and that part of my system partly explains
what's going on there. Research evidence really clearly does say
though that while the TV might reinforce things that they
have been learning, it's not a good teacher. So, yes,
you mentioned that you were listening to Sesame Street or
play school and you learned your ABCS or your accounting.
(11:20):
You probably didn't actually learn it there. You learned it
as you were reading books with your parents, or as
you were spending time with friends, grandparents, whoever, whatever, at preschool,
and then when you see it and hear it on
Sesame Street, you have that reinforced. Moreover, here we are
in our forties and fifties and we're reflecting back and
saying I learned it on Sesame Street. The reality is
(11:41):
we don't know where we learned it. We can't remember
exactly where the best learning took place for us when
we were living forty plus years ago, so our ability
to accurately recall where we learned is minimized. And the
research evidence certainly indicates that TV is a poor teacher
relative to any other option that's out there. So if
(12:02):
we sum it up, these parents in this study from Japan,
the more that they're on their screens, the more they
diminish their children's positive developmental outcomes. I think that's a
really important take home message.
Speaker 2 (12:13):
All right, Well, it sounds a little bit doom and
gloom right now, So what are we going to do
about this?
Speaker 1 (12:17):
I just want to pick you up on that doom
and gloom. Pretty Much every conversation we have about screens
when they're not used intentionally, creatively, constructively and in moderation,
the story is doom and gloom, particularly when it comes
to our kids. So the take home message, I mean,
we are about real parenting solutions every day on our podcast.
(12:38):
The take home messages to the extent that it's possible
keep screens away from your face, away from your eyes,
and away from your kid's eyes when they're growing up.
It's really that simple. They will simply do better when
they are engaged in analogue, person to person, face to
face conversations. Last year, we talked about a study that
just fascinated me where kids were having zoom conversations or
(13:00):
face to face conversations with their mum, and their brain
waves were being measured and there was nine times activation,
nine times the activation in a face to face conversation
compared to a zoom call. If that doesn't tell you
that screens are a hollow imitation of the real thing
of real life and are therefore not even nearly moving
towards optimal development for our kids, I don't know what
(13:22):
else will. I just I think this conversation is fascinating.
It so important. That's why I keep on digging up
these brand new, increasingly compelling studies that point in one direction,
and that is minimize our kids screen access. We'll link,
as we always do, to this doctor's desk study in
the show notes. Thanks so much for listening. We hope
that you get heaps out of these podcasts and they're useful.
(13:44):
If you've liked what we've talked about, please share the
podcast with a friend you can thought it really easily
by clicking a couple of buttons. And I just know
that our podcast episodes can help people to make their
families happier. We really appreciate the work of Justin rule
On from Bridge Media. He is our producer and our
show notes and other research assistants is from Mmhammond's. If
(14:05):
you'd like more information and resources to make your family happier,
visit happyfamilies dot com. Do do you
I've been coming up with some amazing studies recently for
the Doctor's Desk episodes and today no different. What is
the relationship between a mother's screen time and children's developmental outcomes?
That is, if you're with the kids, you're on the phone,
you're on the screen, you're on the tablet, you're on
the whatever, and the kids are around, does it impact
them at all? Does it matter at all? Today? That's
(00:27):
what we're going to unpack. Welcome to the Happy Families Podcast,
Real parenting solutions every day on Australia's most downloaded parenting podcast.
We are Justin and Kylie Coulson. Kylie, I'm so excited
to share this study with you. I think this is
an absolute dead set cracker.
Speaker 2 (00:42):
I'm actually intrigued about this one because I don't.
Speaker 1 (00:46):
Think I said it as excited to me as I should.
It's a dedit cracker. I'm really excited for this.
Speaker 2 (00:52):
Well, I am intrigued by it because screens play such
a significant role in our lives. It's interesting to me
to think that our usage would have an impact on
our children's development. Yeah.
Speaker 1 (01:05):
So there is a term for it. It's called techno
ference and a number of studies over the years have
been looking at this idea of techno ference, what happens
when you're on the phone, when you're on the screen, laptop, tablet, whatever,
to the kids and their development. This was a study
that was conducted in Japan. It's been published in a
pretty high level journal. It's called Nature Scientific Reports. Nature
is one of the world's leading journals. It was published
(01:27):
on March twenty four of this year, so it's only
been out for a couple of months. Here it is
in a nutshell. You've got about just under four thousand
mother child pairs. Called it a diad mother child diads,
so nearly four thousand of them. The kids are two.
And what we've got is essentially mums are filling in
the question. They're saying how much screen usage they've been
(01:49):
racking up in the presence of their child? Okay, and
then the child is being assessed in three domains. We're
looking at fine and gross motorabilities. We're talking about cognitive capacity,
visual spatial comprehension, and also interpersonal relationships, their socialization and
verbal abilities. Okay, how much does mum being on a
screen in the presence of kiddo impact child development? In
(02:13):
those three areas, and there was a whole, very sophisticated
analysis going on here to make sure that we were measuring,
or the researchers are measuring exactly what they thought and
taking into account a whole lot of other things that
could impact so they could statistically control for it. Here's
basically what they found. Kids of mums who used digital
media for one hour or more in the presence of
(02:34):
their child, those kids had lower language and social development
outcomes compared with the kids whose mums did not use
digital media while they were with them. And for the
children of mothers who used digital media for two hours
or more, they showed a lower total development quotient compared
(02:55):
with those mums who didn't use digital media. In short,
the wrap up, the summary of this is that when
mums use digital media for more than an hour a
day with their children, it's negatively associated with language development
in their two year olds, and use for more than
two hours is negatively associated with global development. It has
(03:17):
a significant impact across the board in terms of all
developmental facets and aspects, at least that we'll look at
in this study.
Speaker 2 (03:24):
So a handful of years ago, research was heavily focused
on children's screen time and especially in those young years,
and how that impacts their development. And now we find
ourselves here talking about mums specifically or parents in general
being on their screens in the presence of the children
and the impact it has. I'm curious to know how
(03:48):
the data compares well.
Speaker 1 (03:50):
It all kind of shows the same thing, and there's
I wasn't expecting that question because of when we were
prepping before. I thought we were going in a different direction.
But there is a whole lot of data that shows
that there's a coral between mother's screen usage and children's
screen usage. So it seems that mums who use their
phones particularly or the devices particularly in the presence of
their children are much more likely to also give their
kids a device to use or allow them to use
(04:12):
the device as well. They're just less restrictive around device usage.
And there is a relationship between child use and developmental
outcomes generally, so when kids are using devices, when kids
are on screens, we see the same negative relationship. That is,
as device usage and screen usage goes up, developmental out
comes decrease, they become worse. So it works both ways.
(04:37):
When mums are on the devices or when kids are
on the devices, we get worse developmental outcomes for children.
Speaker 2 (04:42):
So why is it that my screen usage while I'm
in the presence of my child has such a negative
impact on their developmental realities?
Speaker 1 (04:53):
So I would say that it's not just for screen usage.
I'd say if you're preoccupied, because it affects your ability
to be responsive, effects your ability to pay attention, it
affects your ability to be warm and engaged with your
child and language and interactions like a tennis match. There's
that serve and return. The baby makes some sound and
then your eyes light up and you say, it sounds
like you just said puppy, Or your child tries to
(05:15):
engage with you, or wants to play a game, or
asks some food, and you engage in response. So that
serve return, which is what usually developmental psychologists are researching
and talking about. It's harmed, it's reduced, it's interfered with.
When we have got something else that's occupying this. Once
upon a time, if we're sitting there reading a book
(05:36):
or a magazine, it's just much easier to tear yourself
away from that than it is from a screen. The
screens are so darn good at keeping us completely connected
and completely focused on the screen. So fundamentally, what it
comes down to is parents are less There may be
more to it than this, but I think that the
real core of it his parents are less able to
engage with their kids, whether they know it or not,
(05:57):
because they're caught up in the screen.
Speaker 2 (06:06):
This research, it sounds like it's specifically dealing with handheld devices,
but I am interested in understanding and knowing whether or
not having the TV on, say, for instance, in the background,
has the same kind of impact on our children's development.
I grew up in a home where the TV was
pretty much on all the time. There was always still
(06:28):
is it still is?
Speaker 1 (06:29):
Yeah? Yeah?
Speaker 2 (06:30):
Yeah, So how does that impact kiz okay?
Speaker 1 (06:32):
So, first a quick clarification. In this particular study the
screen usage, they were just looking at digital media use,
so we're talking about laptops, tablets, and phones. It's not
phone only. To move on to the broader question of TV,
this study didn't look at television specifically. It was only
looking at those smart, handheld or mobile type of devices.
(06:56):
The research around TV is now decades old, although TV
is changing because it's becoming increasingly interactive, smart TVs and
so on my take on it is this, if you've
got the opportunity to turn it off, turn it off,
the background noise becomes a distraction. There's also the increased stimulation,
(07:16):
and so that can reduce children's capacity to pay attention
to one thing. There's no such thing as multitasking. All
we do is dilute their attention on things that matter,
like looking into your eyes or reading the book or
playing with the game. Fundamentally, as well, you'll find that
children who are sitting in front of a TV, or
if the TV is even on, you're going to get
less physical activity, sleep quality goes down, there's more noise,
(07:39):
and there's actually some really interesting research out there that
looks at just the impact of noise in the environment
and well being. And we're designed to be in quiet places,
so when there's always something going on, the brain's being stimulated,
but there's also a stress response. It's stressful to have
the screens going, it's stressful to have NonStop music, non
(08:00):
stop talk, NonStop chatter, NonStop background noise. All of that
adds up to create a level of stress in us
and our children. It amplifies what's going on in the
nervous system, so I would generally say keep it off. However, however,
I will say this, if you need to take a break,
whack the TV on. It's way better than giving them
(08:20):
an iPad or an iPhone or something like that. Why,
Because the TV has defined end points, you can turn
it off at the end of the episode. The TV
has narratives and storylines. We talked about this last week
on the podcast when we were talking about the Jonathan
Hate research. And the TV doesn't have the same stimulatory
impact that devices have when the kids are playing games.
(08:42):
There's just it's like a little mini casino for your
child's brain with all the excitatory stimulatory lottery sounding whizzes
and pops and bells and whistles and opportunities to win.
And this is not what's good for kids' brains. So
at least if they're watching an episode of Blue or
if they're watching something on ABC Kids, they get to relax,
(09:05):
developed some memphy, meld into a storyline. You don't want
too much of it, but it's better than it's better
than the alternative.
Speaker 2 (09:12):
So I find this whole scenario quite intriguing because at
the heart of it, kids are copycats, right that's how
they learn. So they hear something and they repeat it often.
I think about in my childhood Sesame Street, play school.
They were the places where I learned my ABC's, I
(09:35):
learned how to count I before I was even at school. Right,
And we're having a conversation about the fact that our
children's development is delayed by being exposed to these things,
and I kind of just want to push back on
it a little bit, because, like I remember, I remember
when my youngest sister was only about three, she went
(09:58):
and was babysat by a friend, and she came home
and out of nowhere, at the dinner table, she let
the F bomb far out, far out, yes, and we
all were like, what the heck. Anyway, as it turned out,
the people who had baby sat her had the TV
on and it has worn, and literally she heard it
(10:22):
and it took my parents months to eradicate that from
her vocapu very. And so here's my thinking. It's like
kids hear things and they repeat them, which would actually,
in my mind help language development, but this study is
suggesting that it actually doesn't.
Speaker 1 (10:39):
Not exactly the language development that you want. Okay, So
there are a couple of really easy things that I
can respond to here that are based in the very
best research evidence. First of all, children do repeat what
they hear. However, they are much more likely, especially when
they're young. They're much more likely to repeat what they're
hearing in a real person conversation rather than what's on
the screen. Even when they do repeat what's on this screen, though,
(11:00):
they don't necessarily have the context or the understanding of
the vocabulary, and that part of my system partly explains
what's going on there. Research evidence really clearly does say
though that while the TV might reinforce things that they
have been learning, it's not a good teacher. So, yes,
you mentioned that you were listening to Sesame Street or
play school and you learned your ABCS or your accounting.
(11:20):
You probably didn't actually learn it there. You learned it
as you were reading books with your parents, or as
you were spending time with friends, grandparents, whoever, whatever, at preschool,
and then when you see it and hear it on
Sesame Street, you have that reinforced. Moreover, here we are
in our forties and fifties and we're reflecting back and
saying I learned it on Sesame Street. The reality is
(11:41):
we don't know where we learned it. We can't remember
exactly where the best learning took place for us when
we were living forty plus years ago, so our ability
to accurately recall where we learned is minimized. And the
research evidence certainly indicates that TV is a poor teacher
relative to any other option that's out there. So if
(12:02):
we sum it up, these parents in this study from Japan,
the more that they're on their screens, the more they
diminish their children's positive developmental outcomes. I think that's a
really important take home message.
Speaker 2 (12:13):
All right, Well, it sounds a little bit doom and
gloom right now, So what are we going to do
about this?
Speaker 1 (12:17):
I just want to pick you up on that doom
and gloom. Pretty Much every conversation we have about screens
when they're not used intentionally, creatively, constructively and in moderation,
the story is doom and gloom, particularly when it comes
to our kids. So the take home message, I mean,
we are about real parenting solutions every day on our podcast.
(12:38):
The take home messages to the extent that it's possible
keep screens away from your face, away from your eyes,
and away from your kid's eyes when they're growing up.
It's really that simple. They will simply do better when
they are engaged in analogue, person to person, face to
face conversations. Last year, we talked about a study that
just fascinated me where kids were having zoom conversations or
(13:00):
face to face conversations with their mum, and their brain
waves were being measured and there was nine times activation,
nine times the activation in a face to face conversation
compared to a zoom call. If that doesn't tell you
that screens are a hollow imitation of the real thing
of real life and are therefore not even nearly moving
towards optimal development for our kids, I don't know what
(13:22):
else will. I just I think this conversation is fascinating.
It so important. That's why I keep on digging up
these brand new, increasingly compelling studies that point in one direction,
and that is minimize our kids screen access. We'll link,
as we always do, to this doctor's desk study in
the show notes. Thanks so much for listening. We hope
that you get heaps out of these podcasts and they're useful.
(13:44):
If you've liked what we've talked about, please share the
podcast with a friend you can thought it really easily
by clicking a couple of buttons. And I just know
that our podcast episodes can help people to make their
families happier. We really appreciate the work of Justin rule
On from Bridge Media. He is our producer and our
show notes and other research assistants is from Mmhammond's. If
(14:05):
you'd like more information and resources to make your family happier,
visit happyfamilies dot com. Do do you
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