Screen Time and Speech Delays: What the Research Says

 By Gina Schumann, MA, CCC-SLP

About 15 years ago, during my clinical fellowship as a speech-language pathologist at a large, well-respected outpatient clinic, a group of colleagues and I were introduced to a brand-new tool to use in therapy sessions: an iPad.

It was exciting.

I remember watching therapists explore all the different features and apps. For whatever reason, I specifically remember checking out a Mr. Potato Head app that let you drag and drop body parts and facial features onto a digital potato.

But I also remember feeling conflicted. There was so much enthusiasm around this new technology, yet I kept thinking: Why in the world would anyone choose this app over an actual Mr. Potato Head toy?

Even early in my career, I was hesitant to incorporate screens into my therapy sessions. And if I’m being honest, I still am.

Fast forward to 2026, and these magical devices are everywhere. Screens are in our pockets, on our kitchen counters, and increasingly in the hands of very young children, even as they sit in a cart at the grocery store or in a restaurant with family.

At the same time, referrals for speech and language therapy are rising across the country, especially since the pandemic. School based speech therapists are beyond max capacity caseloads and waitlists at outpatients clinics can stretch beyond 6 months.  Correlations like these have many parents are asking:

Is screen time causing speech delays?

The answer, like most things in child development, isn’t so simple.

What the Research Actually Says

Research on screen time and language development is complex. Scientists cannot ethically assign babies to “high screen time” and “no screen time” groups for years just to observe outcomes. Because of this, most studies examine associations (correlations), not direct cause and effect.

That said, several studies have identified concerning patterns.

One large study of children between 6 and 24 months found that increased use of handheld devices was linked to higher rates of expressive speech delay. Other research has shown that greater screen exposure in preschoolers is associated with lower oral language skills and reduced parent-child interaction, both of which are critical for language development.

Importantly, researchers believe the issue often isn’t the screen itself. It’s what screens replace.

Young children learn language through back-and-forth interaction: eye contact, gestures, shared attention, and responsive conversation. When screens replace time spent talking, playing, and reading together, children lose valuable opportunities to practice these skills.

And children aren’t the only part of the equation.

The next time you’re at a park or playground, take a look around. More and more parents are looking down at their phones instead of engaging with their children. This can lead to missed opportunities for joint attention, a foundational building block for language development.

Joint attention occurs when two people focus on the same thing and are both aware of that shared focus. For example, a child might point to an airplane in the sky, then look back to a caregiver to make sure they see it too. If that caregiver is absorbed in a phone, that opportunity for connection and language is lost.

There’s another developmental component to consider that sometimes gets overlooked: fine motor development and sensory experience.

When a child plays with a real toy, like building blocks or our friend Mr. Potato Head, they use both hands to grasp, rotate, push, and fit pieces together. They feel textures, experiment with how parts connect, and coordinate their movements. These hands-on experiences build fine motor strength, hand-eye coordination, and problem-solving skills that support many areas of development.  Dragging a digital nose onto a digital potato with one finger is simply not the same.

Not All Screen Use Is the Same

Before we spiral into parental guilt or throw every device out the window, it’s important to acknowledge another key concept:  Not all screen use is equal.

Several factors matter including the child’s age, the amount of screen exposure, the type of content being shown, and whether or not an adult is present and interacting with the child during viewing.  For instance, a Facetime call with a grandparent who lives far away offers opportunities for building connection, back and forth conversation, and reactions in real time to thoughts and feelings. Additionally, research shows that when parents co-view and actively talk with their child about what they’re watching, children use significantly more language than when they watch independently.  In other words, a screen that supports interaction is very different from a screen that replaces it. It’s also important to note that not all screen-based tools are passive. For some children, especially those with complex communication needs, apps and devices used for augmentative and alternative communication (AAC) are essential tools that support active communication, language development, and connection. 

Practical Tips for Families

If you’re trying to strike a healthy balance, here are a few strategies that support language development:

Prioritize real-world outdoor play when possible Children learn best through hands-on experiences. Building, pretending, climbing, running, and exploring don’t just support motor development - they create meaningful opportunities for connection and communication.  Outdoor play also introduces something incredibly valuable: appropriate risk-taking.  Think about children climbing a tree. They’re problem-solving (“Where does my foot go next?”), testing their bodies, and making quick decisions. They might slip or get a scrape, but these small experiences help build confidence, resilience, and body awareness.  Whenever possible, let kids play freely, especially outdoors. That’s where some of the most meaningful learning happens. 

Choose shared viewing over personal devices If your child is going to watch something, try watching together on a TV instead of handing them a tablet or phone. Shared viewing creates opportunities for engagement and conversation.  Educational shows like those available on PBS Kids offer slower paced, vocabulary-rich content unlike short, ever-changing content available on other platforms.  Pause the show, ask questions, and talk about what you watched afterward. Children are far more likely to ask questions and engage when an adult is present.

Model healthy screen habits Children notice everything.  When we constantly check our phones, we unintentionally model the very habits we’re trying to limit. Be mindful of your own screen use.  Consider small, intentional changes like leaving your phone in another room during key parts of the day. Personally, I’ve started leaving my phone upstairs while getting my children ready in the morning. It’s a simple “out of sight, out of mind” shift that reduces distractions and allows for more connection.  Sometimes adjusting our own behavior can be quite powerful.

The Bottom Line Screens aren’t going anywhere, and they don’t have to be the enemy. Used thoughtfully, they can even support connection and learning. But early childhood is a brief and incredibly important window for building the foundations of language, social skills, and relationships.

Young children don’t learn to communicate from passively watching.  They learn from back-and-forth exchanges, shared laughter, eye contact, gestures, and the small, everyday moments that turn into meaningful interaction.  No app, no show, no matter how “educational,” can replicate the richness of a responsive adult or the power of real life play with other children.  Protect space in your child’s day for connection, conversation, and play.  That’s where the communication magic happens. 

Author Bio & Contact Information

Gina Schumann, MA-CCC/SLP is a licensed pediatric speech-language pathologist. She is the founder of Small Talk Speech Therapy, LLC, specializing in customized in-home speech therapy for children Columbus Ohio area.

References

• American Academy of Pediatrics. (2016). Media and Young Minds.

• Hutton, J. S., et al. (2017). Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children. JAMA Pediatrics.

• Madigan, S., et al. (2019). Association Between Screen Time and Children’s Performance on a Developmental Screening Test. JAMA Pediatrics.