Dear [name of headteacher]
[I/we] would like to raise with you a small number of points regarding daily routines in the classroom, particularly concerning the use of screens for example: [describe here your own family’s experience of the circumstances you are concerned about. This might include for example:]
- during story time
- as part of movement and recreational breaks
- at the end of the school day
[I/we] do understand there may be considerations for occasional use of a screen for an educational topic. However, [I/we] feel strongly that where screens are being used to replace important in-person activities, this may have a detrimental impact and in particular [I am/we are] concerned that it may limit the ability to engage, interact, and develop essential skills.
[My/our] understanding is that it is well established that traditional story time with books is an important part of the day for young children. Not only does it support literacy development, but it also provides a moment of calm and structure which allows children to engage their imaginations, build vocabulary, ask questions and develop a love for reading. There are undoubtedly benefits in the experience of being read to that a screen-based passively viewed story cannot provide.
[I am/we are] also concerned about the use of screens during movement breaks. When screens are used to prompt activity during these breaks—rather than audio music being played or teacher-led singing and dancing activities—the screen inevitably becomes the focal point of that activity. As with reading, the presence of a screen – the design purpose of which is to hold attention and focus – cannot help but detract from the core purpose of these breaks..
On the matter of TV and cartoon content at the end of the school day, [I/we] do of course understand and appreciate the focus on creating a safe and orderly environment during this transition period. However, [I/we] wonder if there might be other ways to manage this time, as TV programs – though superficially engaging – inevitably negate the possibility for quiet reflection or emotional transition as other low-energy ‘real world’ activities might, and causes children to miss out on observing the human interactions taking place around them, between teachers, children and parents. Would it be possible to try some alternatives such as drawing or other simple desk activities? [I/we] believe this could help maintain a calm and reflective atmosphere while still supporting the children’s development, and [I/we] believe many other parents would favour this approach if you could trial it.
[I am/we are] raising these concerns in part because [I/we] have made an effort to minimise screen time and TV at home – something many families seem to be trying to do – and so [I was/we were] surprised to hear that the children are watching cartoons at school, even for short periods. With discussions increasing in the press, parliament and amongst parents about the negative impacts of screen time on children’s health, wellbeing, and development, it seemed appropriate to share [my/our] perspective with you, and to ask whether some small but meaningful changes could be made.
[I/we] have attached a small number of materials that may help frame the points that [I/we] have raised here, and [I/we] would welcome a further conversation with you around this.
[I/we] look forward to hearing from you.
Kind regards,
[Your name]
SOME RELEVANT MATERIALS:
How Does Technology Affect the Attention Spans of Different Age Groups? | OxJournal
Studies have consistently shown that screen time can impair children’s attention spans and contribute to poor sleep patterns. The instant gratification provided by digital interactions can foster addictive behaviors. This can make it difficult for children to engage deeply and persistently with tasks that require sustained attention.
Farshore ‘Storytime in Schools’ Research
20 schools from across the UK participated in a twelve-week study, with 3,000 children across Years 3, 4 and 5 experiencing a daily storytime for one term. Teachers read to children for at least 20 minutes each day, purely for enjoyment with no formal teaching attached, to measure the impact on children’s motivation to read for pleasure independently.
Based on this one term trial, it delivered quick, tangible wins for teachers and their pupils, evidenced through a range of positive outcomes. Findings from the research study show increased enthusiasm and positivity towards books and reading. Of the 3,000 children taking part, 77% of children want storytime to continue and 44% said they are reading for pleasure more independently as a result of the one term trial.
Screen time and young children: Promoting health and development in a digital world – PMC
This study highlights concerns around sedentary screentime for young children.