Not All Screen Time Is Created Equal: The Science Behind Preschool.app

Parents rightfully worry about screen time, especially for young children. But not all screen time is the same. Research suggests that well-designed interactive educational apps can support early learning, potentially improving memory, literacy, and math skills when used appropriately¹.

Unlike passive screen time (non-educational videos/TV), interactive learning apps actively engage a child's brain, reinforcing essential concepts through touch, sound, and problem-solving².

"Studies have found that when preschoolers actively engage with content through tapping, swiping, and responding, they may form stronger memory associations than through passive viewing."³

So, how can we ensure screen time is educational, not distracting?

1. The Right Kind of Digital Learning Has Potential

A meta-analysis published in 2021 found that well-designed digital learning apps showed a positive effect on early literacy and math skills—with moderate effect sizes seen across several studies⁴.

"Research suggests that preschoolers (ages 3–5) may particularly benefit from interactive digital experiences that are developmentally appropriate."⁴

Another comprehensive review found that digital tools showed promise for early math, language and literacy skills when properly designed with developmental considerations in mind⁵.

◆ Key Takeaway

Educational apps, when designed according to learning science principles, can be effective learning tools. But quality matters—which brings us to our next point.

2. Poorly Designed Apps Can Be Distracting

The research on digital learning also notes that positive results may not apply to many apps marketed as educational⁶. Many so-called "educational" apps:

Contain excessive distractions (ads, pop-ups, unrelated games).
Offer low-quality engagement (random tapping with no real learning).
Use gimmicky rewards (like excessive animations) instead of structured reinforcement.

"Research indicates that too much interactivity or irrelevant multimedia elements can potentially overwhelm children and interfere with comprehension and learning goals."⁷

Our Approach: Research-Based, High-Quality Learning

Our app is specifically designed to:

Focus on core early learning (phonics, numbers, object and color recognition, vocabulary).
Use interactive, hands-on engagement.
Provide clear, structured reinforcement.

3. Apps Work Best as a Supplement

Educational apps work best when used alongside real-world learning:

"Expert consensus suggests that high-quality educational apps can support learning when used as part of a balanced approach to early childhood education."⁸

Read books together while using digital phonics tools.
Practice fundamentals in the app, then the same with physical items.
Encourage co-play—research suggests children may learn better when parents engage with them during screen time⁹.

◆ Key Takeaway

The best way to use educational apps is as a structured learning tool—alongside books, toys, and real-world experiences.

4. Interactive Learning Has Different Benefits

Research indicates that interactive learning may offer different benefits compared to passive viewing.

Key Findings:

Children may engage differently with interactive e-books than with traditional read-alouds¹⁰.
Immediate feedback in apps can provide different learning reinforcement than watching a video¹¹.
Touch, sound, and active engagement may create different cognitive connections than passive methods¹².

"Apps teaching basic number sense, letter recognition, phonological awareness, and vocabulary have shown promise in supporting early learning when designed with developmental considerations in mind."⁵

Our Approach

Our app provides structured engagement, ensuring children:

Interact with letters, numbers, and shapes through hands-on play.
Receive immediate, constructive feedback for reinforcement.
Learn without unnecessary distractions or overstimulation.

5. What About Screen Time Limits?

Many parents are concerned about screen time recommendations, especially for children under 5.

◆ The American Academy of Pediatrics (AAP) Has Updated Its Guidelines

"For children ages 2 to 5 years, limit screen use to 1 hour per day of high-quality programs. Parents should co-view media with children to help them understand what they are seeing and apply it to the world around them."¹³

Our Approach

We align with AAP guidelines, ensuring our app is structured for high-quality engagement.
Encourage balance, using apps as one part of a child's learning environment.
No exploitative design—we focus on learning, not addictive game mechanics.

Final Thoughts

Our app is not just screen time—it's structured, research-informed learning. Built on early childhood development principles, ensuring that interaction is meaningful. Preschool.app is designed to complement hands-on activities, not replace them.

Supporting Research

¹ Bedford, R., Saez de Urabain, I. R., Cheung, C. H., Karmiloff-Smith, A., & Smith, T. J. (2016). Toddlers' fine motor milestone achievement is associated with early touchscreen scrolling. Frontiers in Psychology, 7, 1108.

² Griffith, S. F., Hagan, M. B., Heymann, P., Heflin, B. H., & Bagner, D. M. (2020). Apps as learning tools: A systematic review. Pediatrics, 145(1).

³ Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698-739.

⁴ Xie, H., Peng, J., Qin, M., Huang, X., Tian, F., & Zhou, Z. (2018). Can touchscreen devices be used to facilitate young children's learning? A meta-analysis of touchscreen learning effect. Frontiers in Psychology, 9, 2580.

⁵ Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in "educational" apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.

⁶ Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., Hirsh-Pasek, K., & Radesky, J. (2021). How educational are "educational" apps for young children? App store content analysis using the Four Pillars of Learning framework. Journal of Children and Media, 15(4), 526-548.

⁷ Strouse, G. A., & Ganea, P. A. (2017). Parent–toddler behavior and language differ when reading electronic and print picture books. Frontiers in Psychology, 8, 677.

⁸ Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: The good, the bad, and the unknown. Pediatrics, 135(1), 1-3.

⁹ Zack, E., & Barr, R. (2016). The role of interactional quality in learning from touch screens during infancy: Context matters. Frontiers in Psychology, 7, 1264.

¹⁰ Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a time: Parent–child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200-211.

¹¹ Huber, B., Tarasuik, J., Antoniou, M. N., Garrett, C., Bowe, S. J., & Kaufman, J. (2016). Young children's transfer of learning from a touchscreen device. Computers in Human Behavior, 56, 56-64.

¹² Russo-Johnson, C., Troseth, G., Duncan, C., & Mesghina, A. (2017). All tapped out: Touchscreen interactivity and young children's word learning. Frontiers in Psychology, 8, 578.

¹³ Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591.

¹⁴ Bialystok, E., & Craik, F. I. (2022). How does bilingualism modify cognitive function? Attention to the mechanism. Psychonomic Bulletin & Review, 29(4), 1193-1206.