not all screens are created equal: how to distinguish good from bad uses

The screen: a neutral tool with multiple uses

Moving beyond the demonization of screens

Since the advent of television, each new screen technology has raised parental concerns. Television would dull children, video games would make them violent, the Internet would expose them to all dangers, and smartphones would socially isolate them. These fears, while understandable, are based on a fundamental error: attributing properties to the tool that actually depend on its use.

A screen is a neutral tool, just like a book or a kitchen knife. A book can be used to enrich intellectually or to spread dangerous ideas. A knife can help prepare a nourishing meal or harm someone. Similarly, a screen can be a vector for learning, creativity, and connection, or conversely promote passivity, isolation, and problematic behaviors.

The quality of use determines the impact

The latest scientific research confirms this nuanced view. Studies examining the impact of screens on children's development find highly variable results depending on the nature of the use. Some uses are associated with cognitive, social, and emotional benefits. Others are correlated with behavioral difficulties, sleep disorders, or attention problems.

What makes the difference is not the presence or absence of a screen, but a set of qualitative factors: the type of content, the degree of interactivity, the context of use, parental guidance, the child's age, and their personal sensitivity. Understanding these factors allows us to guide children towards beneficial uses and limit problematic ones.

Criteria for evaluating the quality of a digital use

Criterion #1: The degree of cognitive engagement

A fundamental first criterion for distinguishing good from bad uses is the level of cognitive engagement required. Some digital activities actively engage thinking, problem-solving, planning, and creativity skills. Others require only minimal attention and engage the brain only superficially.

High cognitive engagement activities include strategy and logic games, programming applications, graphic or musical creation tools, and interactive educational content that asks questions and adapts to the child's responses. These uses stimulate intellectual development and can strengthen valuable skills.

Low cognitive engagement activities include passive viewing of streaming videos, aimless scrolling on social media, and very simple games based on repetitive actions without a strategic dimension. These uses do not provide significant developmental benefits and can, in excess, harm concentration abilities.

Criterion #2: The educational value of the content

The content itself is a determining criterion. Some digital content is explicitly designed to teach, inform, or develop skills. Others aim solely at entertainment without educational input, or even disseminate misleading information or problematic values.

Quality educational content is developed by education professionals, relies on proven pedagogical principles, is age-appropriate, and offers a coherent progression. They transform screen time into learning time.

However, educational value should not be the only criterion. Purely entertaining content can have its place in a balanced life, provided it remains within reasonable proportions. The goal is not to eliminate all entertainment but to ensure it does not monopolize all screen time.

Criterion #3: The impact on social interactions

The effects of digital use on the child's social life constitute a third important criterion. Some uses promote positive social interactions: collaborative games, communication tools with loved ones, shared digital activities with family. Others tend to isolate the child and reduce in-person interactions.

A use is problematic when it replaces social relationships rather than complements them, when it leads the child to withdraw from family or friendly activities, or when it generates interpersonal conflicts (online disputes, cyberbullying). Conversely, a use that enriches social life, creates shared conversation topics, or maintains connections with distant loved ones can be considered positive.

Criterion #4: The effects on physical health

The impact on physical health should not be overlooked in evaluating a digital use. Any prolonged screen activity encourages sedentary behavior, which poses public health problems in a context where childhood obesity is on the rise. Additionally, exposure to screens in the evening can disrupt sleep due to the emitted blue light and the cognitive stimulation induced.

A good digital use incorporates mechanisms that limit these negative effects: regular breaks, interruptions to move, stopping early enough before bedtime. Applications that impose active breaks represent an interesting innovation in this perspective.

This is exactly the approach taken by COCO PENSE and COCO BOUGE, DYNSEO's educational application. This unique program automatically imposes a sports break every 15 minutes of play. The child must perform fun physical exercises before being able to continue. This feature transforms a potential risk (sedentary behavior) into an opportunity (regular physical activity), while preventing excessive use behaviors. Discover COCO PENSE and COCO BOUGE

Criterion #5: The addictive potential

Some applications and platforms are deliberately designed to maximize engagement and time spent, exploiting psychological mechanisms similar to those used by the gambling industry. Constant notifications, random rewards, infinite content, feedback loops: these characteristics create an addictive potential that should be identified and limited.

A healthy use is one that the child can interrupt without major difficulty, does not generate distress when unavailable, and does not lead to neglecting other essential activities (meals, sleep, homework, social relationships). When a use triggers crises during attempts to limit it, shows increasing difficulty in detaching from it, or leads to obsessive concern, these warning signs deserve attention.

Concrete examples of good and bad uses

Beneficial uses

Here are some examples of digital uses generally considered beneficial for children, provided they are practiced in moderation and in an appropriate context:

Problematic uses

Conversely, some uses present greater risks and deserve particular vigilance:

How to guide your child towards good uses

Selecting content and applications

The first step to promote good uses is to control the child's digital environment. For younger children, this means personally selecting the installed applications, accessible sites, and available content. For older children, it involves jointly defining a framework and selection criteria.

Take the time to explore applications before suggesting them to your child. Test them yourself, read reviews from other parents, inquire about data collection practices and monetization mechanisms. Free applications funded by advertising or in-app purchases deserve particular vigilance.

Favor applications developed by stakeholders committed to the education and well-being of children, which do not seek to maximize time spent but to provide real added value.

Establish clear and consistent rules

Clear family rules regarding screen use help the child develop good habits. These rules can concern allowed usage times (not during meals, not before homework, not after a certain hour), daily or weekly duration, types of accessible content, and areas of the house where screens are present.

The important thing is that these rules are consistent (the same rules apply every day), explained (the child understands why they exist), and applied consistently (no exceptions that would empty the rules of their meaning). The rules can evolve with the child's age and their level of digital maturity.

Accompanying and dialoguing

Beyond control, parental guidance is the most powerful lever to steer the child towards good uses. Take an interest in what your child does on screens. Ask open-ended questions: what did they watch, learn, create? Who did they play or interact with? What did they like or dislike?

These conversations allow you to understand their digital universe, guide them towards higher quality content, detect potential problems, and gradually convey the evaluation criteria that will enable them to make their own choices in the long run.

Watch content together, play family games, explore applications side by side. These shared moments create opportunities for discussion and show the child that you care about their digital interests.

To develop your parental digital guidance skills, DYNSEO offers a comprehensive online training "Raising Awareness of Screens: Understanding, Acting, Supporting". This training provides you with the keys to understanding the issues of screens, evaluating the quality of uses, and implementing effective digital education within your family.

Leading by example

Children learn more through observation than through speeches. Your own relationship with screens profoundly influences the habits your child will develop. If you spend your evenings scrolling on your phone, if you are constantly interrupted by notifications, if you struggle to disconnect during family moments, the implicit message you send contradicts your verbal recommendations.

Honestly question your own digital uses. Are they exemplary? Do they reflect the values you wish to convey? If not, working on your own habits may be the first step towards successful family digital education.

Raising children's awareness to distinguish uses

Developing their critical thinking

Beyond controlling and accompanying, a central educational goal is to develop in the child the ability to distinguish good from bad uses themselves. This self-regulation skill will be valuable throughout their life, long after they have left the family home.

To do this, gradually involve the child in evaluating content and applications. Ask them: "What did you learn from this game?", "How do you feel after watching this video?", "Does this application help you with something, or does it just waste your time?". These questions encourage them to reflect on their uses rather than passively endure them.

Teach them the evaluation criteria: cognitive engagement, educational value, social impact, health effects, addictive potential. Adapt the vocabulary and explanations to their age, but do not hesitate to address these concepts that are within their reach.

Organizing awareness activities

Structured awareness activities can complement informal discussions. Analyze an advertisement for an application together and identify the techniques used to attract users. Compare two different games and discuss their respective qualities and flaws. Read the terms of use of an application together and discuss what they imply.

Frequently asked questions from parents

Are all video games bad?

No, not all video games are bad. As we have seen, what matters is the nature of the game and the context of use. A strategy game that requires thinking and planning, a creative game that allows building and inventing, a cooperative game that promotes teamwork are examples of potentially beneficial games.

On the other hand, games designed primarily to maximize engagement through addictive mechanisms, games that expose players to violent or inappropriate content, and games that encourage compulsive purchases deserve particular vigilance.

How can I tell if an application is of quality?

Several clues can help you evaluate the quality of an application. Check who developed it: a team including education or health professionals is a sign of seriousness. Read reviews, favoring those that are detailed and reasoned. Test the application yourself before suggesting it to your child.

Beware of free applications whose business model relies on advertising or in-app purchases: their developers have an interest in maximizing time spent rather than providing real value. Paid applications or those developed by non-profit organizations generally have incentives more aligned with user well-being.

My child only wants "bad" uses, what should I do?

This situation is common and can seem discouraging. Several strategies can help. First, avoid a harsh ban that may create an even stronger attraction to the forbidden. Instead, proceed with gradual reduction and substitution.

Offer attractive alternatives: a quality game that addresses a theme similar to what they like, a creative activity related to their interests. Involve them in discovering new applications or content. Set clear limits on problematic uses while allowing some freedom on acceptable uses.

Be patient: habits do not change overnight. Every small step towards better uses is a victory to celebrate.

Technological tools for quality uses

Parental controls: useful but insufficient

Parental control tools can help limit access to certain content and set time limits. They provide a useful safety net, especially for young children. However, they are not enough to guarantee quality uses.

A parental control that limits screen time to one hour a day does not distinguish whether that hour is spent on an educational application or on worthless videos. Moreover, children grow up, become more technically skilled, and learn to bypass restrictions. An education based solely on control does not prepare for autonomy.

Applications designed for well-being

Fortunately, some developers design applications by integrating user well-being into their very design. These applications do not seek to maximize time spent but to provide real value, include natural regulation mechanisms, and are transparent about their practices.

COCO PENSE and COCO BOUGE from DYNSEO is an excellent example of this responsible approach. By imposing regular sports breaks, the application structurally prevents excessive use while providing an additional benefit (physical activity). This type of ethical design should be a selection criterion for parents.

Conclusion: educate rather than prohibit

The distinction between good and bad uses of screens is key to successful digital education. Rather than demonizing screens or seeking to eliminate them, let’s teach our children to use them in an informed and balanced way.

This education involves selecting quality content and applications, establishing clear and consistent rules, providing supportive guidance on uses, leading by example, and gradually developing the child's critical thinking. It aims to form autonomous and responsible users, capable of making the most of digital technologies while avoiding their pitfalls.

The tools and resources offered by DYNSEO, whether it’s the training "Raising Awareness of Screens: Understanding, Acting, Supporting", the awareness workshop for elementary schools, or the COCO PENSE and COCO BOUGE application, support parents and childhood professionals in this essential educational mission.

By learning to distinguish good from bad uses, we give our children the keys to navigate the digital world with discernment. This is the foundation of informed and responsible digital parenting.