key: cord-1048372-jpzy9jxi
authors: Chu, Stephen; Hale, Samuel
title: Letter in response to ‘The good, the bad and the ugly of children's screen time during the COVID‐19 pandemic’
date: 2021-09-20
journal: Acta Paediatr
DOI: 10.1111/apa.16102
sha: 378a6f4eeea41b044f7df0affe47a3f1066f4a34
doc_id: 1048372
cord_uid: jpzy9jxi

We read the article by Laura Korhonen regarding the good, bad, and ugly, of screen-time during the COVID-19 pandemic with interest. The editorial did well to highlight the issues facing children, with a particular focus on the bad and the ugly sides to digital media such as the increased usage of screen-based activities by children can impact their development, risk of addiction, and reduced physical activity.

We read the article by Laura Korhonen regarding the good, bad and ugly of screen time during the COVID-19 pandemic with interest. 1 The editorial did well to highlight the issues facing children, with a particular focus on the bad and the ugly sides to digital media such as the increased usage of screen-based activities by children that can impact their development, risk of addiction and reduced physical activity. These negative impacts have been similarly associated with watching television since the 1990s. The author was pragmatic in acknowledging that the content of screen-based activities may be a more important consideration rather than just the amount of time. The only positive raised was 'necessary contacts with friends and family' or that 'recreational screen use may be good to a certain extent'. Therefore, we wish to share some additional observations in areas of benefit that may provide additional avenues for discussion, which are often overlooked.

Video sharing platforms such as YouTube are becoming increasingly popular as the primary source of entertainment in children,

where it has largely replaced television in the under 18s. Popular content includes genres such as animation, unboxing and reaction videos.

However, it is increasingly becoming more useful as an educational platform. Groups such as the Khan Academy publish videos on topics from mathematics aimed at young children, up to the pathophysiology of Alzheimer's disease, and advanced astrophysics. Likewise, last

year saw the rise of home exercise classes led by YouTube personalities such as Joe Wicks, in a similar vein to home exercise videos from the 80s. The potential benefits of using these video sharing platforms are increasingly advocated as an educational tool that can aid a child's educational, psychological and physical development, not hinder it. 2 For example, it could provide educational support in low-income families who cannot afford additional tutoring for their children.

Social media platforms and online video games are also another source of screen-based activities that are associated with toxic behaviour. Where many children have become isolated due to the COVID-19 pandemic, screen-based activities allowed them to stay connected to others. Voice communication in video games or platforms such as Zoom offer active social interaction where they can converse in large groups, offering a wider social experience than a one-to-one call. Rather than toxic challenges mentioned in the article, social media platforms can also offer peer support groups, where an individual may find like-minded people going through similar difficulties and challenges. Screen-based activities can give adolescents an avenue to find help when they have poor access to services in person or to avoid social stigma surrounding taboo topics. 3 In our opinion, despite the documented 'bad and the ugly' issues regarding screen-based activities, there are many untapped educational and social benefits that should be considered. As the author stated, screen time is here to stay. While it is important for children to balance it with offline activities, there is ample room for research on how it can benefit their lives and across different demographics.

There are no conflicts of interest in connection with this paper.

Stephen Chu

Stephen Chu, GKT School of Medical Education, Hodgkin Building, Newcomen Street, London SE1 1UL, UK.

Email: stephen.chu@kcl.ac.uk

Stephen Chu https://orcid.org/0000-0002-6063-1379

The good, the bad and the ugly of children's screen time during the COVID-19 pandemic

Potentials and limitations of educational videos on YouTube for science communication

Staying connected while physically apart: digital communication when face-to-face interactions are limited