{"id":770868,"date":"2026-09-10T19:53:59","date_gmt":"2026-09-10T17:53:59","guid":{"rendered":"https:\/\/www.dynseo.com\/sensibiliser-aux-ecrans-activites-supports-et-amenagements-concrets-a-mettre-en-place-2\/"},"modified":"2026-09-10T20:12:31","modified_gmt":"2026-09-10T18:12:31","slug":"raising-awareness-about-screens-activities-resources-and-concrete-arrangements-to-implement","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/raising-awareness-about-screens-activities-resources-and-concrete-arrangements-to-implement\/","title":{"rendered":"Raising Awareness About Screens: Activities, Resources, and Concrete Arrangements to Implement"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;4.16&#8243;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_code _builder_version=&#8221;4.16&#8243;]<\/p>\n<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><pee class=\"dynen-h\">In this article<\/pee><pee class=\"dynen-sub\">The associated training<\/pee><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\"><\/p>\n<div class=\"dynen-form__img\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/10\/Sensibiliser-aux-ecrans-comprendre-agir-accompagner.png\" alt=\"\" loading=\"lazy\"><\/div>\n<div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Qualiopi Training<\/span><b>Raising awareness about screens: understanding, acting, supporting<\/b><span class=\"dynen-go\">Discover the training \u2192<\/span><\/div>\n<p><\/a><pee class=\"dynen-sub\">The cited resources<\/pee>\n<div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--apprentissage\" href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/planificateur-de-devoirs.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Homework Planner<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--apprentissage\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/binder-checklist\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/checklist-cartable.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Backpack Checklist<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><\/div>\n<pee class=\"dynen-sub\">The printable notebooks \u2014 EDITH Collection<\/pee>\n<div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin from the past<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Black Forest<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The North and Baltic Sea Coast<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Alps<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The 50s and 60s<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><span>See the EDITH collection \u2192<\/span><\/a><\/div>\n<\/section>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][et_pb_code admin_label=&#8221;HTML import\u00e9&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<style 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Les rep\u00e8res diffus\u00e9s par le psychiatre Serge Tisseron, sous la forme \u00ab 3-6-9-12 \u00bb, constituent une base utile, et l'Organisation mondiale de la sant\u00e9 recommande d'\u00e9viter les \u00e9crans chez le tr\u00e8s jeune enfant. Plus que la dur\u00e9e exacte, ce qui compte est la qualit\u00e9 du contenu, l'absence d'\u00e9cran avant le coucher et le maintien d'un \u00e9quilibre avec les activit\u00e9s r\u00e9elles. En cas de doute sur votre situation, le m\u00e9decin traitant reste le meilleur interlocuteur.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 partir de quel \u00e2ge peut-on commencer \u00e0 sensibiliser aux \u00e9crans ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"D\u00e8s le plus jeune \u00e2ge, mais pas de la m\u00eame fa\u00e7on. Avec un tout-petit, sensibiliser consiste surtout \u00e0 limiter l'exposition et \u00e0 privil\u00e9gier le jeu r\u00e9el et l'\u00e9change. Vers cinq ou six ans, on peut poser des r\u00e8gles simples et nommer les \u00e9motions. \u00c0 partir de neuf ans, on accompagne l'usage d'internet et on d\u00e9veloppe l'esprit critique. \u00c0 l'adolescence, le dialogue et la confiance deviennent centraux, car le contr\u00f4le seul ne suffit plus. L'important est d'adapter le discours et les activit\u00e9s \u00e0 la maturit\u00e9 de l'enfant, jamais de faire peur.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment garder mon enfant motiv\u00e9 sans \u00e9cran ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La motivation vient d'alternatives r\u00e9ellement attirantes et disponibles tout de suite. Trois leviers fonctionnent : proposer une activit\u00e9 concr\u00e8te plut\u00f4t qu'un vide \u00e0 combler, instaurer des rituels r\u00e9guliers qui deviennent des rep\u00e8res agr\u00e9ables, et valoriser les efforts avec un support visible comme un syst\u00e8me de points. On n\u00e9gocie la forme, pas le principe : \u00ab on fait une partie et ensuite tu choisis \u00bb obtient plus qu'un rappel des dangers. Enfin, l'exemple des adultes reste le moteur le plus puissant : une famille qui vit sans \u00e9cran \u00e0 certains moments entra\u00eene l'enfant naturellement.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Faut-il vraiment du mat\u00e9riel sp\u00e9cial pour ces activit\u00e9s ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non, et c'est volontaire. La quasi-totalit\u00e9 des activit\u00e9s propos\u00e9es ici s'appuie sur ce que vous avez d\u00e9j\u00e0 : une feuille, un minuteur, des jeux de soci\u00e9t\u00e9, du mat\u00e9riel de cuisine, un espace calme. Les supports DYNSEO \u00e0 t\u00e9l\u00e9charger sont gratuits et s'impriment chez vous. L'essentiel n'est pas l'\u00e9quipement mais la r\u00e9gularit\u00e9 et la pr\u00e9sence. Une bo\u00eete \u00e0 id\u00e9es faite maison et un tableau des r\u00e8gles affich\u00e9 sur le frigo suffisent \u00e0 structurer toute la d\u00e9marche. 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Si vous observez un d\u00e9crochage scolaire, un isolement, des troubles du sommeil ou une souffrance marqu\u00e9e, ne restez pas seul : sollicitez le m\u00e9decin ou un psychologue, qui pourront \u00e9valuer la situation.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script><\/p>\n<div class=\"dbi-art-758951\"><!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><\/p>\n<div class=\"dyn-article\">\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 School, screens &amp; adolescence<\/span><\/p>\n<h1>Raising awareness about screens: activities, resources, and concrete arrangements to implement<\/h1>\n<pee class=\"dyn-pagehead__lead\">In most families, the issue of screens is not resolved by a grand speech on Sunday night. It plays out in the concrete actions of the week&nbsp;: what is offered instead, how the home is organized, the words used when the child asks for the tablet. This article brings together <strong>activities and tools to raise awareness about screens<\/strong>, applicable starting tomorrow, without specialized equipment and without turning every meal into a battlefield.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 19 min read<\/li>\n<li>\ud83d\udc65 For families and caregivers<\/li>\n<li>\ud83d\udd04 Updated in August 2026<\/li>\n<\/ul>\n<\/header>\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n<div class=\"dyn-hero__grid\">\n<div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/10\/Sensibiliser-aux-ecrans-comprendre-agir-accompagner.png\" alt=\"DYNSEO Training 'Raising awareness about screens: understanding, acting, supporting'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n<div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <pee class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\">Raising awareness about screens: understanding, acting, supporting<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udfa5 6 modules \u00b7 18 lessons<\/li>\n<li>\ud83d\udcbb 100 % online<\/li>\n<li>\u23f1\ufe0f At your own pace<\/li>\n<li>\ud83c\udfc5 Qualiopi organization<\/li>\n<li>\ud83c\udf0d 8 languages<\/li>\n<\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\">View the training<\/a><br \/>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>You will find neither theoretical courses nor lists of fears. Fourteen activities described precisely to be launched tonight, a daily and weekly organization, adjustments to the environment room by room, free resources to download, and the space \u2014 real but measured \u2014 for well-framed digital usage. The goal is not to demonize the screen, but to give the child and adolescent the taste and time for everything else.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>Raising awareness about screens does not rely on prohibition but on three concrete levers&nbsp;: <strong>a clear framework, desirable alternatives, an environment that helps<\/strong>. The discourse alone is never enough&nbsp;; it is the daily routines that make the difference.<\/pee>\n<ul>\n<li><strong>The framework<\/strong> \u2014 simple, stable, and announced rules in advance are better than constant negotiations.<\/li>\n<li><strong>The alternatives<\/strong> \u2014 a removed screen must be replaced by something appealing, not by emptiness.<\/li>\n<li><strong>The emotion<\/strong> \u2014 frustration at the moment of stopping is normal&nbsp;; we accompany it, we do not punish it.<\/li>\n<li><strong>The example<\/strong> \u2014 the adult is the primary model&nbsp;; the rules also apply to them.<\/li>\n<li><strong>The environment<\/strong> \u2014 a few adjustments to the home make screens less present and alternatives more accessible.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>In the table of contents<\/pee>\n<ol>\n<li><a href=\"#dyn-regles\">The 4 rules before starting<\/a><\/li>\n<li><a href=\"#dyn-cadre\">Setting the framework and opening the dialogue (activities 1 to 4)<\/a><\/li>\n<li><a href=\"#dyn-alternatives\">The activities and tools to raise awareness about screens (activities 5 to 8)<\/a><\/li>\n<li><a href=\"#dyn-emotions\">Managing frustration and emotions (activities 9 to 11)<\/a><\/li>\n<li><a href=\"#dyn-critique\">Developing critical thinking (activities 12 to 14)<\/a><\/li>\n<li><a href=\"#dyn-semaine\">A typical day and a typical week<\/a><\/li>\n<li><a href=\"#dyn-amenagements\">Adjusting the environment, room by room<\/a><\/li>\n<li><a href=\"#dyn-supports\">Free resources to download<\/a><\/li>\n<li><a href=\"#dyn-numerique\">The place of well-used digital technology<\/a><\/li>\n<li><a href=\"#dyn-erreurs\">The 5 most common mistakes<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 RULES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-regles\">The 4 rules before starting<\/h2>\n<pee>Before diving into the activities, four principles prevent most failures. They apply regardless of the child&#8217;s age, from the three-year-old toddler to the fifteen-year-old adolescent.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udccb<\/span><\/p>\n<h3>A framework announced, not imposed<\/h3>\n<pee>The rules are decided calmly, in advance, and preferably together. An announced limit in the morning goes over much better than a screen snatched from hands at 8&nbsp;PM.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd04<\/span><\/p>\n<h3>Replace, never leave emptiness<\/h3>\n<pee>You do not remove a screen, you offer something else. A child who is bored without a solution will turn the screen back on within five minutes.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc40<\/span><\/p>\n<h3>The adult sets the example<\/h3>\n<pee>The rules also apply to parents. A phone placed down during a meal says more than a long speech about the dangers of screens.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span><\/p>\n<h3>Small and regular<\/h3>\n<pee>It is better to have a modest change maintained every day than a revolution abandoned in a week. You establish one habit at a time.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Adapt to age, always<\/strong>\n  <pee>The age guidelines disseminated by psychiatrist Serge Tisseron in the form of the rule &#8220;3-6-9-12&#8221; provide a useful basis: no screens before three years, no personal console before six years, internet with supervision from nine years, more independent internet around twelve years. For its part, the World Health Organization recommends avoiding any passive exposure to screens in very young children. These guidelines are not laws: if you observe signs of distress in your child \u2014 severely disrupted sleep, withdrawal, unusual aggression, school disengagement \u2014 talk to the treating physician or a psychologist.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FRAME \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-cadre\">Set the framework and open the dialogue<\/h2>\n<pee>Raising awareness starts with talking, but not through a moral lesson. An externally imposed framework provokes opposition; a framework built together becomes a common reference that the child can appropriate. These four activities open the conversation and transform the rules into a shared object rather than a suffered prohibition. They can be practiced at any age, simply adapting the level of language and the degree of autonomy given to the child.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">1<\/div>\n<h3 class=\"dyn-module__title\">The household screen charter<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 define clear, understood, and accepted rules, rather than recalled in conflict.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a large sheet, markers, 30 minutes with the family, one weekend.<\/li>\n<li><strong>Procedure<\/strong> \u2014 everyone proposes two rules, including the parents. Everything is noted, we keep what everyone agrees on, and we display the charter prominently. Example of a simple rule: &#8220;no screens during meals, for anyone.&#8221;<\/li>\n<li><strong>Easier<\/strong> \u2014 a maximum of three rules, written by the adult under the child&#8217;s dictation.<\/li>\n<li><strong>More difficult<\/strong> \u2014 add the consequences planned if a rule is not followed, decided together calmly.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child reminds a rule themselves, sometimes to the adult.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">2<\/div>\n<h3 class=\"dyn-module__title\">The screen time journal<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 make visible a time often underestimated, without guilt.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a simple chart on the fridge, 2 minutes each evening for a week.<\/li>\n<li><strong>Procedure<\/strong> \u2014 everyone honestly notes their screen time for the day, adults included. At the end of the week, we look together, without judgment: &#8220;Oh, we didn&#8217;t realize.&#8221;<\/li>\n<li><strong>Easier<\/strong> \u2014 only note the moments, not the durations (morning, school, evening).<\/li>\n<li><strong>More difficult<\/strong> \u2014 distinguish the uses: homework, gaming, video, exchanges with friends.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the family talks about screen time as a fact, not as a reproach.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">3<\/div>\n<h3 class=\"dyn-module__title\">The evening question<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 maintain a regular dialogue about what the child sees and experiences online.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 nothing, 5 minutes at bedtime.<\/li>\n<li><strong>Procedure<\/strong> \u2014 an open, non-intrusive question: &#8220;What funny thing did you see today on your tablet?&#8221; We listen without commenting or correcting right away. The goal is for the child to get into the habit of sharing.<\/li>\n<li><strong>Easier<\/strong> \u2014 for a young child, ask them to show rather than tell.<\/li>\n<li><strong>More difficult<\/strong> \u2014 with a teenager, address difficult content if they bring it up: &#8220;And what did you think about it?&#8221;<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child spontaneously comes to show or tell you.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">4<\/div>\n<h3 class=\"dyn-module__title\">The negotiated time contract<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to move from permanent arbitration to a time envelope that the child manages partly by themselves.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a weekly chart, a visible timer, 15 minutes to establish the principle.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we define a time envelope for the week and the child chooses when to spend it, within the limits of the charter. The timer, placed next to it, makes the passage of time concrete and avoids the \u201c&nbsp;just five more minutes&nbsp;\u201d.<\/li>\n<li><strong>Easier<\/strong> \u2014 a fixed duration each day, always at the same time.<\/li>\n<li><strong>Harder<\/strong> \u2014 let the teenager plan their week and adjust it with you on Sunday.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child anticipates and stops without a tantrum when the timer goes off.<\/li>\n<\/ul>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ALTERNATIVES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-alternatives\">Activities and tools to raise awareness about screens<\/h2>\n<pee>A removed screen creates a void, and the void fills itself, almost always with another screen. The key to raising awareness about screens is therefore concrete alternatives, available immediately and sufficiently attractive to compete. These four proposals require little preparation. The secret is anticipation&nbsp;: an activity already set up on the table captures attention much better than an idea thrown out at the moment the child asks for the tablet. We prepare the ground before boredom, not during the crisis.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">5<\/div>\n<h3 class=\"dyn-module__title\">The anti-boredom idea box<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to provide an immediate response to the \u201c&nbsp;I&#8217;m bored&nbsp;\u201d that precedes the screen request.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a box, papers, 20 minutes to fill it together.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we write on papers about thirty activities that can be done alone and without a screen&nbsp;: building a fort, drawing a monster, calling grandma, doing a puzzle. When boredom strikes, the child draws a paper at random.<\/li>\n<li><strong>Easier<\/strong> \u2014 images instead of words for non-readers.<\/li>\n<li><strong>Harder<\/strong> \u2014 the child fills the box themselves each week.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child goes to get the box by themselves.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">6<\/div>\n<h3 class=\"dyn-module__title\">The daily board game ritual<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to establish a shared moment, without screens, that becomes the default habit of a sensitive time slot (before dinner, for example).<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 one or two short games suitable for the age, 15 to 20 minutes, every day at the same time.<\/li>\n<li><strong>Procedure<\/strong> \u2014 same time, same place&nbsp;: it is the regularity that creates the reflex. We prioritize games that finish quickly to avoid overrunning.<\/li>\n<li><strong>Easier<\/strong> \u2014 a very quick card or dice game.<\/li>\n<li><strong>Harder<\/strong> \u2014 a strategy game that requires thought and patience.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 it is the child who asks for \u201c&nbsp;the game&nbsp;\u201d at the usual time.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">7<\/div>\n<h3 class=\"dyn-module__title\">Half an hour outside<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to provide a physical and sensory outlet that the screen does not offer, and to tire them out healthily.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 suitable shoes, 30 minutes, preferably in the late afternoon.<\/li>\n<li><strong>Procedure<\/strong> \u2014 park, garden, walk around the neighborhood, bike, ball. We do not seek performance&nbsp;: movement and fresh air are enough. An adult accompanies the younger ones.<\/li>\n<li><strong>Easier<\/strong> \u2014 ten minutes of free play in the yard or on the balcony.<\/li>\n<li><strong>Harder<\/strong> \u2014 a mission to accomplish&nbsp;: collect five different leaves, count the birds.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child comes back calmer and falls asleep more easily.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">8<\/div>\n<h3 class=\"dyn-module__title\">The workshop of busy hands<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to offer an engaging manual activity that captures attention as much as a screen.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 kitchen, modeling clay, drawing, Lego, beads \u2014 depending on age, 20 to 40 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 set up the materials before boredom sets in, start the activity with the child, then let them continue alone. Preparing a simple cake works particularly well.<\/li>\n<li><strong>Easier<\/strong> \u2014 a highly guided activity with a model to copy.<\/li>\n<li><strong>More difficult<\/strong> \u2014 a project over several days: model, herbarium, small photo novel without a screen.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child forgets to ask for the tablet during the activity.<\/li>\n<\/ul>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Understanding what is happening behind the screen, to better support<\/h3>\n<pee>The DYNSEO training \u201c&nbsp;Raising awareness about screens&nbsp;: understanding, acting, supporting&nbsp;\u201d covers these activities and provides guidelines for establishing a solid framework. 18 lessons, 100&nbsp;% online, unlimited access, at your own pace. Certified organization Qualiopi.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 \u00c9MOTIONS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-emotions\">Managing frustration and emotions<\/h2>\n<pee>The most difficult moment is not keeping the child occupied without a screen&nbsp;: it\u2019s the moment when it\u2019s time to stop. The frustration that follows is normal and expected&nbsp;; the challenge is to support them without giving in or punishing. These three activities equip for this delicate transition.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">9<\/div>\n<h3 class=\"dyn-module__title\">The announced countdown<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to avoid a sudden stop, the main source of crisis.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a visible or audible timer, a few seconds of anticipation.<\/li>\n<li><strong>Procedure<\/strong> \u2014 give advance notice&nbsp;: \u201c&nbsp;In ten minutes we turn off&nbsp;\u201d, then \u201c&nbsp;only two minutes left&nbsp;\u201d. When the timer goes off, the screen turns off without discussion, but the child knew. Consistency matters more than firmness.<\/li>\n<li><strong>Easier<\/strong> \u2014 a visual hourglass timer for younger children.<\/li>\n<li><strong>More difficult<\/strong> \u2014 let the child set the timer themselves at the beginning of their session.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child puts things away by themselves when the timer goes off, even reluctantly.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">10<\/div>\n<h3 class=\"dyn-module__title\">The calm corner<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to provide a space and actions to calm down after frustration, without it being a punishment.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a cozy corner, a cushion, a few sensory objects, 5 to 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 when tension rises, suggest (do not impose) going to the calm corner to breathe, browse a book, or squeeze a cushion. Support younger ones by breathing with them.<\/li>\n<li><strong>Easier<\/strong> \u2014 breathe together by inflating the belly three times.<\/li>\n<li><strong>More difficult<\/strong> \u2014 the child identifies on their own when they need it.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child goes there spontaneously when they feel anger rising.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">11<\/div>\n<h3 class=\"dyn-module__title\">The weather of emotions<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to help the child name what they feel, especially the annoyance related to stopping the screen.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a poster with faces or weather symbols, 3 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the child shows their current emotion&nbsp;: \u201c&nbsp;storm&nbsp;\u201d, \u201c&nbsp;sun&nbsp;\u201d. Welcome without correcting&nbsp;: \u201c&nbsp;You are angry that we turned it off, that\u2019s normal.&nbsp;\u201d Naming often diffuses the intensity.<\/li>\n<li><strong>Easier<\/strong> \u2014 only three emotions, with images.<\/li>\n<li><strong>More difficult<\/strong> \u2014 the teenager keeps a mood diary for the week.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the child puts words to their emotion instead of shouting.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 For teenagers, a dedicated tool<\/strong>\n  <pee>Emotional regulation becomes central in adolescence, where screens mix with social relationships and self-image. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/boite-a-outils-regulation\/\">emotional regulation toolkit for teens<\/a> and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-restructuration-cognitive\/\">cognitive restructuring sheet for anxiety<\/a>, both free, help put words and strategies to difficult emotions. If anxiety or discomfort sets in, refer to a doctor or psychologist.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CRITIQUE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-critique\">Developing critical thinking<\/h2>\n<pee>Raising awareness is not just about limiting: it&#8217;s about teaching the child to understand what they see. Advertisements, manipulated content, mechanics that encourage staying connected \u2014 critical thinking is the best long-term protection, much more sustainable than control.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">12<\/div>\n<h3 class=\"dyn-module__title\">The advertising detector<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 learn to spot when content is trying to sell something.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a video or an app that the child uses, 10 minutes together.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we watch together and play spotting: \u201cThere, what do they want you to do?\u201d We simply explain that a free app makes money in one way or another.<\/li>\n<li><strong>Easier<\/strong> \u2014 identify visible ads in a cartoon.<\/li>\n<li><strong>Harder<\/strong> \u2014 spot product placements and purchase incentives in influencer videos.<\/li>\n<li><strong>Sign it&#8217;s working<\/strong> \u2014 the child spots an ad on their own and points it out to you.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">13<\/div>\n<h3 class=\"dyn-module__title\">True or false?<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 develop the reflex to verify information before believing or sharing it.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 information seen online, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we take surprising information or an image and search together: who says it, is it confirmed elsewhere, is it a joke. We value doubt rather than a quick answer.<\/li>\n<li><strong>Easier<\/strong> \u2014 sort simple statements into \u201cpossible\u201d or \u201cweird.\u201d<\/li>\n<li><strong>Harder<\/strong> \u2014 the teenager verifies a rumor seen on a network themselves.<\/li>\n<li><strong>Sign it&#8217;s working<\/strong> \u2014 the child says \u201cwait, this might be false\u201d before sharing.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">14<\/div>\n<h3 class=\"dyn-module__title\">Sunday debate<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 establish a regular time to talk about digital usage, rules, and what worked or didn\u2019t work during the week.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 the family charter, 15 minutes on Sunday.<\/li>\n<li><strong>Procedure<\/strong> \u2014 everyone shares what worked and what didn\u2019t. We adjust a rule if needed. The child has a real voice: this is what makes the framework legitimate in their eyes.<\/li>\n<li><strong>Easier<\/strong> \u2014 one question: \u201cWhat do we keep, what do we change?\u201d<\/li>\n<li><strong>Harder<\/strong> \u2014 take turns letting the teenager lead the debate.<\/li>\n<li><strong>Sign it&#8217;s working<\/strong> \u2014 the rules evolve without conflict and are better respected.<\/li>\n<\/ul>\n<\/div>\n<pee>To go further on how to defuse recurring tensions, our article dedicated to the <a href=\"#\">ten difficult everyday situations with screens<\/a> details step-by-step responses. And if you first want to understand the underlying issues, the <a href=\"#\">complete guide to understanding what\u2019s at stake with screens<\/a> lays the groundwork.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SEMAINE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-semaine\">A typical day and a typical week<\/h2>\n<pee>The classic trap: wanting to apply everything at once. A light but consistent routine is better than a perfect program abandoned. Here\u2019s a realistic framework, to adapt to your organization and the child&#8217;s age.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Moment<\/th>\n<th>What we put in it<\/th>\n<th>Reference<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Wake-up and morning<\/td>\n<td>No screen before school: the brain gets going differently<\/td>\n<td>Zero screen<\/td>\n<\/tr>\n<tr>\n<td>After school<\/td>\n<td>Snack, then half an hour outside or free play<\/td>\n<td>30 min<\/td>\n<\/tr>\n<tr>\n<td>Before dinner<\/td>\n<td>Board game ritual or busy hands workshop<\/td>\n<td>15-20 min<\/td>\n<\/tr>\n<tr>\n<td>Meal<\/td>\n<td>Table without screens, for the whole family<\/td>\n<td>Zero screen<\/td>\n<\/tr>\n<tr>\n<td>After dinner<\/td>\n<td>Possible screen time, timed, in a common room<\/td>\n<td>According to age<\/td>\n<\/tr>\n<tr>\n<td>Bedtime<\/td>\n<td>Evening question, reading; screens off and stored out of the room<\/td>\n<td>Zero screen<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Three time slots of the day deserve special attention, as they are the ones where screens easily settle by default: after school, the time before dinner, and falling asleep. If you had to protect only three time slots, these would be the ones. By placing an expected and enjoyable alternative in these slots, you eliminate most screen requests without even having to say no.<\/pee>\n<pee>Throughout the week, you can vary the alternatives to avoid boredom while keeping stable references. On weekends, the screen time envelope is often wider: it&#8217;s better to acknowledge it and frame it than to pretend to prohibit it. Clearly announcing &#8220;this weekend, you have this much time, it&#8217;s up to you to choose when&#8221; empowers the child and avoids negotiations on Saturday morning.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Highlighted alternative<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Monday<\/td>\n<td>Family board game<\/td>\n<\/tr>\n<tr>\n<td>Tuesday<\/td>\n<td>Craft workshop or cooking<\/td>\n<\/tr>\n<tr>\n<td>Wednesday<\/td>\n<td>Longer outing, sports, friends<\/td>\n<\/tr>\n<tr>\n<td>Thursday<\/td>\n<td>Reading or shared story<\/td>\n<\/tr>\n<tr>\n<td>Friday<\/td>\n<td>Game night or movie chosen together, framed<\/td>\n<\/tr>\n<tr>\n<td>Saturday<\/td>\n<td>Big craft project or outdoor activity<\/td>\n<\/tr>\n<tr>\n<td>Sunday<\/td>\n<td>Sunday debate and weekly review<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ARRANGEMENTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-amenagements\">Arrange the environment, room by room<\/h2>\n<pee>We underestimate how much the organization of the home influences usage. A visible and turned-on screen calls for attention; an activity stored out of reach will never be chosen. A few simple arrangements make screens less present and alternatives easier to grasp.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Room<\/th>\n<th>What poses a problem<\/th>\n<th>What we change<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Living room<\/td>\n<td>Television always on in the background, tablets within reach<\/td>\n<td>Turn off by default, store screens in a dedicated drawer, leave games and books visible<\/td>\n<\/tr>\n<tr>\n<td>Kitchen and table<\/td>\n<td>Phones present during meals<\/td>\n<td>A &#8220;phone box&#8221; placed at the entrance of the meal, for everyone<\/td>\n<\/tr>\n<tr>\n<td>Children&#8217;s rooms<\/td>\n<td>Screens that disrupt falling asleep<\/td>\n<td>No screen in the bedroom at night; a common charging station in the living room<\/td>\n<\/tr>\n<tr>\n<td>Reading or play corner<\/td>\n<td>Alternatives stored, invisible, not easily accessible<\/td>\n<td>An inviting space, at child height, with some renewed activities<\/td>\n<\/tr>\n<tr>\n<td>Entrance<\/td>\n<td>Nothing to mark the return home<\/td>\n<td>The anti-boredom idea box and the rules board clearly visible<\/td>\n<\/tr>\n<tr>\n<td>All rooms<\/td>\n<td>Noise and constant overstimulation<\/td>\n<td>Quiet times without background noise, soft lighting in the evening<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83c\udf19 The light and sleep reference<\/strong>\n  <pee>Public health authorities, in France and internationally, emphasize the impact of screens in the evening on the sleep onset of children and adolescents. Without citing a specific number, the qualitative recommendation is constant: avoid screens in the hour leading up to bedtime and keep them out of the bedroom at night. Dim lighting and a calm ritual help the body prepare for sleep. In case of persistent sleep disorders, talk to the doctor.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUPPORTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-supports\">Free downloadable resources<\/h2>\n<pee>Several DYNSEO tools are freely downloadable and printable from the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">catalog of free tools<\/a>. They are not designed solely for school, but they perfectly structure an approach to screen awareness, as they restore value to screen-free time and make progress visible.<\/pee>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">Weekly homework planner<\/a> \u2014 to organize work times and guiltlessly free up time slots, including screen time. A well-framed homework time reduces the temptation to mix everything together.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">School gamification system<\/a> \u2014 to transform screen-free efforts into small visible victories, with points and levels. It channels the enjoyment of play that screens exploit into real-life experiences.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/binder-checklist\/\">Backpack checklist<\/a> \u2014 a support for morning and evening autonomy, useful for establishing screen-free routines during sensitive times of the day.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/boite-a-outils-regulation\/\">Emotional regulation toolbox (teens)<\/a> \u2014 the ideal companion for activities 9 to 11, to help with frustration and strong emotions.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-restructuration-cognitive\/\">Cognitive restructuring sheet for anxiety<\/a> \u2014 to help a teenager gain perspective on anxious thoughts, particularly related to social media and self-image.<\/li>\n<\/ul>\n<pee>The usage principle is the same for all: print, display where useful, fill in one minute a day. It is the regular trace, more than the tool itself, that maintains the motivation of the whole family.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 NUM\u00c9RIQUE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-numerique\">The role of well-used technology<\/h2>\n<pee>Raising awareness about screens does not mean banning them. Not all screens are equal: an educational app, framed and limited in time, has nothing to do with the passive scrolling of videos. The challenge is to replace, as much as possible, the time endured with chosen and quality time.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Application<\/th>\n<th>For whom<\/th>\n<th>Typical use<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><\/td>\n<td>Children aged 5 to 10<\/td>\n<td>15 minutes a day, a few educational games focusing on logic, memory, and language, at an age where a positive use is encouraged<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a><\/td>\n<td>Adults and teenagers<\/td>\n<td>Short sessions of cognitive stimulation, also useful for adults who want to model a structured use<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a><\/td>\n<td>Children with language or communication disorders<\/td>\n<td>Support for exchange, to be used in conjunction with and on the advice of professionals who follow the child<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>For this age group, <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">the COCO app<\/a> is a good example of chosen technology: short games, without advertising or encouragement to stay, with a playtime set by the adult. The right dosage remains the same as for any screen activity: a short time, at a fixed hour, in a common room, and never just before bedtime. The app does not replace real activities or dialogue; it illustrates that a screen can be a tool when it is framed.<\/pee>\n<pee>Want to assess your child&#8217;s attention, memory, or logic? The <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">free cognitive tests DYNSEO<\/a> provide a first playful benchmark, without diagnostic value: in case of doubt, only a healthcare professional can make a diagnosis.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ERREURS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-erreurs\">The 5 most common mistakes<\/h2>\n<pee>Most difficulties do not stem from a lack of firmness, but from some counterproductive reflexes that we repeat without realizing it. Identifying them often helps to unlock a situation that seemed stuck. Here are the five most common, along with the gesture or phrase to avoid and what can be done instead.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Prohibit without replacing.<\/strong> Removing the screen while leaving the child facing emptiness never works: it is always necessary to offer an immediately available alternative. \u274c To avoid: \u201cTurn it off and find something to do.\u201d<\/li>\n<li><strong>Do the opposite of what is asked.<\/strong> Checking your phone at the table while blaming the screen on your child undermines the message. \u274c To avoid: keeping your own screen on during family time.<\/li>\n<li><strong>Stop abruptly.<\/strong> Cutting off without warning almost certainly triggers a crisis. Announce, count down, then turn off. \u274c To avoid: snatching the tablet from their hands without a word.<\/li>\n<li><strong>Use the screen as a reward or punishment.<\/strong> This gives it an exaggerated value and makes every limit more difficult. \u274c To avoid: \u201cIf you behave, you can have the tablet.\u201d<\/li>\n<li><strong>Want to change everything at once.<\/strong> A complete overhaul of habits collapses in a few days. Introduce one rule at a time, stabilize it, then move forward. \u274c To avoid: announcing ten new rules on the same evening.<\/li>\n<\/ol>\n<pee>Ultimately, raising awareness about screens is not about winning a battle against the tablet: it is about providing the child with an environment, habits, and references that make screen-free time desirable and digital use conscious. Nothing in this article requires expensive materials or special skills: a few selected activities, a stable framework, alternatives at hand, and a bit of consistency are enough to sustainably change the family climate. Start with a single habit this week \u2014 the table without screens, or the game ritual before dinner \u2014 and let it settle before adding another. It is this calm progression, not perfection, that makes the difference over time.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2>To go further<\/h2>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Everyday situations<\/span>Raising awareness about screens: 10 difficult situations and how to respond<\/a><br \/>\n  <a href=\"#\"><span>In-depth guide<\/span>Raising awareness about screens: the complete guide to understanding what is at stake<\/a><br \/>\n  <a href=\"#\"><span>Support &amp; contacts<\/span>Who to contact, what support is available, and how to maintain it over time<\/a><br \/>\n  <a href=\"#\"><span>The training<\/span>Program, content, and who the \u201cRaising awareness about screens\u201d training is aimed at<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-faq\">Frequently asked questions<\/h2>\n<div class=\"dyn-faq\">\n<h3>How much screen time per day is reasonable?<\/h3>\n<pee>There is no universal duration: it all depends on age, type of content, and timing. The guidelines issued by psychiatrist Serge Tisseron, in the form of \u201c3-6-9-12\u201d, provide a useful basis, and the World Health Organization recommends avoiding screens for very young children. More than the exact duration, what matters is the quality of the content, the absence of screens before bedtime, and maintaining a balance with real-life activities. If in doubt about your situation, your family doctor remains the best contact.<\/pee>\n<h3>At what age can we start raising awareness about screens?<\/h3>\n<pee>From a very young age, but not in the same way. With a toddler, raising awareness mainly involves limiting exposure and prioritizing real play and interaction. Around five or six years old, simple rules can be established, and emotions can be named. From nine years old, we accompany internet use and develop critical thinking. In adolescence, dialogue and trust become central, as mere control is no longer sufficient. The important thing is to adapt the discourse and activities to the child&#8217;s maturity, never to instill fear.<\/pee>\n<h3>How can I keep my child motivated without screens?<\/h3>\n<pee>Motivation comes from genuinely attractive alternatives that are immediately available. Three levers work: proposing a concrete activity rather than an emptiness to fill, establishing regular rituals that become pleasant references, and valuing efforts with a visible support like a points system. We negotiate the form, not the principle: \u201cwe play a game and then you choose\u201d achieves more than a reminder of the dangers. Finally, the example set by adults remains the most powerful driver: a family that lives without screens at certain times naturally encourages the child.<\/pee>\n<h3>Do we really need special materials for these activities?<\/h3>\n<pee>No, and that is intentional. Almost all the activities proposed here rely on what you already have: a sheet of paper, a timer, board games, kitchen materials, a quiet space. The DYNSEO resources available for download are free and can be printed at home. The essential thing is not the equipment but the regularity and presence. A homemade idea box and a rules chart displayed on the fridge are enough to structure the entire approach. The only truly indispensable \u201cmaterial\u201d remains a bit of shared time, daily consistency, and a sincere desire to do things together.<\/pee>\n<h3>What should I do if my teenager refuses any limits?<\/h3>\n<pee>In adolescence, frontal opposition is rarely effective: it is better to co-construct the rules than to impose them. Acknowledge the legitimate place of screens in their social life, then set together a few non-negotiable limits, such as no screens at night in the bedroom. Prioritize regular dialogue over occasional conflict, and rely on emotional regulation tools if anxiety is involved. If you observe academic disengagement, isolation, sleep disturbances, or marked distress, do not stay alone: seek help from a doctor or psychologist, who can assess the situation.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <pee>These activities and arrangements are general proposals intended for families and caregivers. They do not replace medical advice or specialized support. If you observe signs of distress in a child or adolescent \u2014 sleep disorders, withdrawal, anxiety, unusual aggression, disengagement \u2014 consult the treating physician or a psychologist, who are the only ones qualified to make a diagnosis and propose care.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Raise awareness about screens, with method and without guilt<\/h3>\n<pee>The training \u201c&nbsp;Raise awareness about screens&nbsp;: understand, act, support&nbsp;\u201d includes these activities and tools, and provides guidelines for establishing a framework that lasts over time. 18 lessons, 100&nbsp;% online, unlimited access, at your own pace. Certified organization Qualiopi No&nbsp;11757351875, certificate of completion.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":410101,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_row _builder_version=\"4.16\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\"][et_pb_code _builder_version=\"4.16\"]<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><p class=\"dynen-h\">In this article<\/p><p class=\"dynen-sub\">The associated training<\/p><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/en\/courses\/raising-awareness-of-screens-understanding-acting-supporting\/\"><div class=\"dynen-form__img\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/10\/Sensibiliser-aux-ecrans-comprendre-agir-accompagner.png\" alt=\"\" loading=\"lazy\"><\/div><div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Qualiopi Training<\/span><b>Raising awareness about screens: understanding, acting, supporting<\/b><span class=\"dynen-go\">Discover the training \u2192<\/span><\/div><\/a><p class=\"dynen-sub\">The cited resources<\/p><div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--apprentissage\" href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/planificateur-de-devoirs.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Homework Planner<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--apprentissage\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/binder-checklist\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/checklist-cartable.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Backpack Checklist<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><\/div><p class=\"dynen-sub\">The printable notebooks \u2014 EDITH Collection<\/p><div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin from the past<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Black Forest<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The North and Baltic Sea Coast<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Alps<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The 50s and 60s<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><span>See the EDITH collection \u2192<\/span><\/a><\/div><\/section>[\/et_pb_code][\/et_pb_column][\/et_pb_row][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n.dbi-art-758951 .dyn-article {\n  --dyn-bleu:#5e5ed7;\n  --dyn-bleu-fonce:#5268c9;\n  --dyn-vert:#a9e2e4;\n  --dyn-jaune:#ffeca7;\n  --dyn-rose:#e73469;\n  --dyn-encre:#1d1d2e;\n  --dyn-gris:#5c5c72;\n  --dyn-fond:#f6f6fd;\n  --dyn-ombre:0 6px 24px rgba(29,29,46,.08);\n  --dyn-ombre-forte:0 12px 34px rgba(94,94,215,.22);\n  --dyn-radius:18px;\n  font-family:\"Inter\",\"Segoe UI\",system-ui,-apple-system,\"Helvetica 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It plays out in the concrete actions of the week&nbsp;: what is offered instead, how the home is organized, the words used when the child asks for the tablet. This article brings together <strong>activities and tools to raise awareness about screens<\/strong>, applicable starting tomorrow, without specialized equipment and without turning every meal into a battlefield.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 19 min read<\/li>\n    <li>\ud83d\udc65 For families and caregivers<\/li>\n    <li>\ud83d\udd04 Updated in August 2026<\/li>\n  <\/ul>\n<\/header>\n\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/sensibiliser-aux-ecrans-comprendre-agir-accompagner\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/10\/Sensibiliser-aux-ecrans-comprendre-agir-accompagner.png\" alt=\"DYNSEO Training 'Raising awareness about screens: understanding, acting, supporting'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/sensibiliser-aux-ecrans-comprendre-agir-accompagner\/\">Raising awareness about screens: understanding, acting, supporting<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 6 modules \u00b7 18 lessons<\/li>\n        <li>\ud83d\udcbb 100 % online<\/li>\n        <li>\u23f1\ufe0f At your own pace<\/li>\n        <li>\ud83c\udfc5 Qualiopi organization<\/li>\n        <li>\ud83c\udf0d 8 languages<\/li>\n      <\/ul>\n      <div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/sensibiliser-aux-ecrans-comprendre-agir-accompagner\/\">View the training<\/a>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>You will find neither theoretical courses nor lists of fears. Fourteen activities described precisely to be launched tonight, a daily and weekly organization, adjustments to the environment room by room, free resources to download, and the space \u2014 real but measured \u2014 for well-framed digital usage. The goal is not to demonize the screen, but to give the child and adolescent the taste and time for everything else.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>Raising awareness about screens does not rely on prohibition but on three concrete levers&nbsp;: <strong>a clear framework, desirable alternatives, an environment that helps<\/strong>. The discourse alone is never enough&nbsp;; it is the daily routines that make the difference.<\/p>\n  <ul>\n    <li><strong>The framework<\/strong> \u2014 simple, stable, and announced rules in advance are better than constant negotiations.<\/li>\n    <li><strong>The alternatives<\/strong> \u2014 a removed screen must be replaced by something appealing, not by emptiness.<\/li>\n    <li><strong>The emotion<\/strong> \u2014 frustration at the moment of stopping is normal&nbsp;; we accompany it, we do not punish it.<\/li>\n    <li><strong>The example<\/strong> \u2014 the adult is the primary model&nbsp;; the rules also apply to them.<\/li>\n    <li><strong>The environment<\/strong> \u2014 a few adjustments to the home make screens less present and alternatives more accessible.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>In the table of contents<\/p>\n  <ol>\n    <li><a href=\"#dyn-regles\">The 4 rules before starting<\/a><\/li>\n    <li><a href=\"#dyn-cadre\">Setting the framework and opening the dialogue (activities 1 to 4)<\/a><\/li>\n    <li><a href=\"#dyn-alternatives\">The activities and tools to raise awareness about screens (activities 5 to 8)<\/a><\/li>\n    <li><a href=\"#dyn-emotions\">Managing frustration and emotions (activities 9 to 11)<\/a><\/li>\n    <li><a href=\"#dyn-critique\">Developing critical thinking (activities 12 to 14)<\/a><\/li>\n    <li><a href=\"#dyn-semaine\">A typical day and a typical week<\/a><\/li>\n    <li><a href=\"#dyn-amenagements\">Adjusting the environment, room by room<\/a><\/li>\n    <li><a href=\"#dyn-supports\">Free resources to download<\/a><\/li>\n    <li><a href=\"#dyn-numerique\">The place of well-used digital technology<\/a><\/li>\n    <li><a href=\"#dyn-erreurs\">The 5 most common mistakes<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 RULES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-regles\">The 4 rules before starting<\/h2>\n\n<p>Before diving into the activities, four principles prevent most failures. They apply regardless of the child's age, from the three-year-old toddler to the fifteen-year-old adolescent.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udccb<\/span>\n    <h3>A framework announced, not imposed<\/h3>\n    <p>The rules are decided calmly, in advance, and preferably together. An announced limit in the morning goes over much better than a screen snatched from hands at 8&nbsp;PM.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd04<\/span>\n    <h3>Replace, never leave emptiness<\/h3>\n    <p>You do not remove a screen, you offer something else. A child who is bored without a solution will turn the screen back on within five minutes.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc40<\/span>\n    <h3>The adult sets the example<\/h3>\n    <p>The rules also apply to parents. A phone placed down during a meal says more than a long speech about the dangers of screens.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span>\n    <h3>Small and regular<\/h3>\n    <p>It is better to have a modest change maintained every day than a revolution abandoned in a week. You establish one habit at a time.<\/p>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Adapt to age, always<\/strong>\n  <p>The age guidelines disseminated by psychiatrist Serge Tisseron in the form of the rule \"3-6-9-12\" provide a useful basis: no screens before three years, no personal console before six years, internet with supervision from nine years, more independent internet around twelve years. For its part, the World Health Organization recommends avoiding any passive exposure to screens in very young children. These guidelines are not laws: if you observe signs of distress in your child \u2014 severely disrupted sleep, withdrawal, unusual aggression, school disengagement \u2014 talk to the treating physician or a psychologist.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FRAME \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-cadre\">Set the framework and open the dialogue<\/h2>\n\n<p>Raising awareness starts with talking, but not through a moral lesson. An externally imposed framework provokes opposition; a framework built together becomes a common reference that the child can appropriate. These four activities open the conversation and transform the rules into a shared object rather than a suffered prohibition. They can be practiced at any age, simply adapting the level of language and the degree of autonomy given to the child.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">1<\/div>\n    <h3 class=\"dyn-module__title\">The household screen charter<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 define clear, understood, and accepted rules, rather than recalled in conflict.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a large sheet, markers, 30 minutes with the family, one weekend.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 everyone proposes two rules, including the parents. Everything is noted, we keep what everyone agrees on, and we display the charter prominently. Example of a simple rule: \"no screens during meals, for anyone.\"<\/li>\n    <li><strong>Easier<\/strong> \u2014 a maximum of three rules, written by the adult under the child's dictation.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 add the consequences planned if a rule is not followed, decided together calmly.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child reminds a rule themselves, sometimes to the adult.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">2<\/div>\n    <h3 class=\"dyn-module__title\">The screen time journal<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 make visible a time often underestimated, without guilt.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a simple chart on the fridge, 2 minutes each evening for a week.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 everyone honestly notes their screen time for the day, adults included. At the end of the week, we look together, without judgment: \"Oh, we didn't realize.\"<\/li>\n    <li><strong>Easier<\/strong> \u2014 only note the moments, not the durations (morning, school, evening).<\/li>\n    <li><strong>More difficult<\/strong> \u2014 distinguish the uses: homework, gaming, video, exchanges with friends.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the family talks about screen time as a fact, not as a reproach.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">3<\/div>\n    <h3 class=\"dyn-module__title\">The evening question<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 maintain a regular dialogue about what the child sees and experiences online.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 nothing, 5 minutes at bedtime.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 an open, non-intrusive question: \"What funny thing did you see today on your tablet?\" We listen without commenting or correcting right away. The goal is for the child to get into the habit of sharing.<\/li>\n    <li><strong>Easier<\/strong> \u2014 for a young child, ask them to show rather than tell.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 with a teenager, address difficult content if they bring it up: \"And what did you think about it?\"<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child spontaneously comes to show or tell you.<\/li>\n  <\/ul>\n<\/div>\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">4<\/div>\n    <h3 class=\"dyn-module__title\">The negotiated time contract<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to move from permanent arbitration to a time envelope that the child manages partly by themselves.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a weekly chart, a visible timer, 15 minutes to establish the principle.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we define a time envelope for the week and the child chooses when to spend it, within the limits of the charter. The timer, placed next to it, makes the passage of time concrete and avoids the \u201c&nbsp;just five more minutes&nbsp;\u201d.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a fixed duration each day, always at the same time.<\/li>\n    <li><strong>Harder<\/strong> \u2014 let the teenager plan their week and adjust it with you on Sunday.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child anticipates and stops without a tantrum when the timer goes off.<\/li>\n  <\/ul>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ALTERNATIVES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-alternatives\">Activities and tools to raise awareness about screens<\/h2>\n\n<p>A removed screen creates a void, and the void fills itself, almost always with another screen. The key to raising awareness about screens is therefore concrete alternatives, available immediately and sufficiently attractive to compete. These four proposals require little preparation. The secret is anticipation&nbsp;: an activity already set up on the table captures attention much better than an idea thrown out at the moment the child asks for the tablet. We prepare the ground before boredom, not during the crisis.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">5<\/div>\n    <h3 class=\"dyn-module__title\">The anti-boredom idea box<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to provide an immediate response to the \u201c&nbsp;I'm bored&nbsp;\u201d that precedes the screen request.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a box, papers, 20 minutes to fill it together.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we write on papers about thirty activities that can be done alone and without a screen&nbsp;: building a fort, drawing a monster, calling grandma, doing a puzzle. When boredom strikes, the child draws a paper at random.<\/li>\n    <li><strong>Easier<\/strong> \u2014 images instead of words for non-readers.<\/li>\n    <li><strong>Harder<\/strong> \u2014 the child fills the box themselves each week.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child goes to get the box by themselves.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">6<\/div>\n    <h3 class=\"dyn-module__title\">The daily board game ritual<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to establish a shared moment, without screens, that becomes the default habit of a sensitive time slot (before dinner, for example).<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 one or two short games suitable for the age, 15 to 20 minutes, every day at the same time.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 same time, same place&nbsp;: it is the regularity that creates the reflex. We prioritize games that finish quickly to avoid overrunning.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a very quick card or dice game.<\/li>\n    <li><strong>Harder<\/strong> \u2014 a strategy game that requires thought and patience.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 it is the child who asks for \u201c&nbsp;the game&nbsp;\u201d at the usual time.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">7<\/div>\n    <h3 class=\"dyn-module__title\">Half an hour outside<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to provide a physical and sensory outlet that the screen does not offer, and to tire them out healthily.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 suitable shoes, 30 minutes, preferably in the late afternoon.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 park, garden, walk around the neighborhood, bike, ball. We do not seek performance&nbsp;: movement and fresh air are enough. An adult accompanies the younger ones.<\/li>\n    <li><strong>Easier<\/strong> \u2014 ten minutes of free play in the yard or on the balcony.<\/li>\n    <li><strong>Harder<\/strong> \u2014 a mission to accomplish&nbsp;: collect five different leaves, count the birds.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child comes back calmer and falls asleep more easily.<\/li>\n  <\/ul>\n<\/div>\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">8<\/div>\n    <h3 class=\"dyn-module__title\">The workshop of busy hands<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to offer an engaging manual activity that captures attention as much as a screen.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 kitchen, modeling clay, drawing, Lego, beads \u2014 depending on age, 20 to 40 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 set up the materials before boredom sets in, start the activity with the child, then let them continue alone. Preparing a simple cake works particularly well.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a highly guided activity with a model to copy.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 a project over several days: model, herbarium, small photo novel without a screen.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child forgets to ask for the tablet during the activity.<\/li>\n  <\/ul>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Understanding what is happening behind the screen, to better support<\/h3>\n  <p>The DYNSEO training \u201c&nbsp;Raising awareness about screens&nbsp;: understanding, acting, supporting&nbsp;\u201d covers these activities and provides guidelines for establishing a solid framework. 18 lessons, 100&nbsp;% online, unlimited access, at your own pace. Certified organization Qualiopi.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/sensibiliser-aux-ecrans-comprendre-agir-accompagner\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 \u00c9MOTIONS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-emotions\">Managing frustration and emotions<\/h2>\n\n<p>The most difficult moment is not keeping the child occupied without a screen&nbsp;: it\u2019s the moment when it\u2019s time to stop. The frustration that follows is normal and expected&nbsp;; the challenge is to support them without giving in or punishing. These three activities equip for this delicate transition.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">9<\/div>\n    <h3 class=\"dyn-module__title\">The announced countdown<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to avoid a sudden stop, the main source of crisis.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a visible or audible timer, a few seconds of anticipation.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 give advance notice&nbsp;: \u201c&nbsp;In ten minutes we turn off&nbsp;\u201d, then \u201c&nbsp;only two minutes left&nbsp;\u201d. When the timer goes off, the screen turns off without discussion, but the child knew. Consistency matters more than firmness.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a visual hourglass timer for younger children.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 let the child set the timer themselves at the beginning of their session.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child puts things away by themselves when the timer goes off, even reluctantly.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">10<\/div>\n    <h3 class=\"dyn-module__title\">The calm corner<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to provide a space and actions to calm down after frustration, without it being a punishment.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a cozy corner, a cushion, a few sensory objects, 5 to 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 when tension rises, suggest (do not impose) going to the calm corner to breathe, browse a book, or squeeze a cushion. Support younger ones by breathing with them.<\/li>\n    <li><strong>Easier<\/strong> \u2014 breathe together by inflating the belly three times.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 the child identifies on their own when they need it.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child goes there spontaneously when they feel anger rising.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">11<\/div>\n    <h3 class=\"dyn-module__title\">The weather of emotions<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to help the child name what they feel, especially the annoyance related to stopping the screen.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a poster with faces or weather symbols, 3 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the child shows their current emotion&nbsp;: \u201c&nbsp;storm&nbsp;\u201d, \u201c&nbsp;sun&nbsp;\u201d. Welcome without correcting&nbsp;: \u201c&nbsp;You are angry that we turned it off, that\u2019s normal.&nbsp;\u201d Naming often diffuses the intensity.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only three emotions, with images.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 the teenager keeps a mood diary for the week.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the child puts words to their emotion instead of shouting.<\/li>\n  <\/ul>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 For teenagers, a dedicated tool<\/strong>\n  <p>Emotional regulation becomes central in adolescence, where screens mix with social relationships and self-image. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/boite-a-outils-regulation\/\">emotional regulation toolkit for teens<\/a> and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-restructuration-cognitive\/\">cognitive restructuring sheet for anxiety<\/a>, both free, help put words and strategies to difficult emotions. If anxiety or discomfort sets in, refer to a doctor or psychologist.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CRITIQUE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-critique\">Developing critical thinking<\/h2>\n\n<p>Raising awareness is not just about limiting: it's about teaching the child to understand what they see. Advertisements, manipulated content, mechanics that encourage staying connected \u2014 critical thinking is the best long-term protection, much more sustainable than control.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">12<\/div>\n    <h3 class=\"dyn-module__title\">The advertising detector<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 learn to spot when content is trying to sell something.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a video or an app that the child uses, 10 minutes together.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we watch together and play spotting: \u201cThere, what do they want you to do?\u201d We simply explain that a free app makes money in one way or another.<\/li>\n    <li><strong>Easier<\/strong> \u2014 identify visible ads in a cartoon.<\/li>\n    <li><strong>Harder<\/strong> \u2014 spot product placements and purchase incentives in influencer videos.<\/li>\n    <li><strong>Sign it's working<\/strong> \u2014 the child spots an ad on their own and points it out to you.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">13<\/div>\n    <h3 class=\"dyn-module__title\">True or false?<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 develop the reflex to verify information before believing or sharing it.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 information seen online, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we take surprising information or an image and search together: who says it, is it confirmed elsewhere, is it a joke. We value doubt rather than a quick answer.<\/li>\n    <li><strong>Easier<\/strong> \u2014 sort simple statements into \u201cpossible\u201d or \u201cweird.\u201d<\/li>\n    <li><strong>Harder<\/strong> \u2014 the teenager verifies a rumor seen on a network themselves.<\/li>\n    <li><strong>Sign it's working<\/strong> \u2014 the child says \u201cwait, this might be false\u201d before sharing.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">14<\/div>\n    <h3 class=\"dyn-module__title\">Sunday debate<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 establish a regular time to talk about digital usage, rules, and what worked or didn\u2019t work during the week.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 the family charter, 15 minutes on Sunday.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 everyone shares what worked and what didn\u2019t. We adjust a rule if needed. The child has a real voice: this is what makes the framework legitimate in their eyes.<\/li>\n    <li><strong>Easier<\/strong> \u2014 one question: \u201cWhat do we keep, what do we change?\u201d<\/li>\n    <li><strong>Harder<\/strong> \u2014 take turns letting the teenager lead the debate.<\/li>\n    <li><strong>Sign it's working<\/strong> \u2014 the rules evolve without conflict and are better respected.<\/li>\n  <\/ul>\n<\/div>\n\n<p>To go further on how to defuse recurring tensions, our article dedicated to the <a href=\"#\">ten difficult everyday situations with screens<\/a> details step-by-step responses. And if you first want to understand the underlying issues, the <a href=\"#\">complete guide to understanding what\u2019s at stake with screens<\/a> lays the groundwork.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SEMAINE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-semaine\">A typical day and a typical week<\/h2>\n\n<p>The classic trap: wanting to apply everything at once. A light but consistent routine is better than a perfect program abandoned. Here\u2019s a realistic framework, to adapt to your organization and the child's age.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Moment<\/th><th>What we put in it<\/th><th>Reference<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Wake-up and morning<\/td><td>No screen before school: the brain gets going differently<\/td><td>Zero screen<\/td><\/tr>\n    <tr><td>After school<\/td><td>Snack, then half an hour outside or free play<\/td><td>30 min<\/td><\/tr>\n    <tr><td>Before dinner<\/td><td>Board game ritual or busy hands workshop<\/td><td>15-20 min<\/td><\/tr>\n    <tr><td>Meal<\/td><td>Table without screens, for the whole family<\/td><td>Zero screen<\/td><\/tr>\n    <tr><td>After dinner<\/td><td>Possible screen time, timed, in a common room<\/td><td>According to age<\/td><\/tr>\n    <tr><td>Bedtime<\/td><td>Evening question, reading; screens off and stored out of the room<\/td><td>Zero screen<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Three time slots of the day deserve special attention, as they are the ones where screens easily settle by default: after school, the time before dinner, and falling asleep. If you had to protect only three time slots, these would be the ones. By placing an expected and enjoyable alternative in these slots, you eliminate most screen requests without even having to say no.<\/p>\n\n<p>Throughout the week, you can vary the alternatives to avoid boredom while keeping stable references. On weekends, the screen time envelope is often wider: it's better to acknowledge it and frame it than to pretend to prohibit it. Clearly announcing \"this weekend, you have this much time, it's up to you to choose when\" empowers the child and avoids negotiations on Saturday morning.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Day<\/th><th>Highlighted alternative<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Monday<\/td><td>Family board game<\/td><\/tr>\n    <tr><td>Tuesday<\/td><td>Craft workshop or cooking<\/td><\/tr>\n    <tr><td>Wednesday<\/td><td>Longer outing, sports, friends<\/td><\/tr>\n    <tr><td>Thursday<\/td><td>Reading or shared story<\/td><\/tr>\n    <tr><td>Friday<\/td><td>Game night or movie chosen together, framed<\/td><\/tr>\n    <tr><td>Saturday<\/td><td>Big craft project or outdoor activity<\/td><\/tr>\n    <tr><td>Sunday<\/td><td>Sunday debate and weekly review<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ARRANGEMENTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-amenagements\">Arrange the environment, room by room<\/h2>\n\n<p>We underestimate how much the organization of the home influences usage. A visible and turned-on screen calls for attention; an activity stored out of reach will never be chosen. A few simple arrangements make screens less present and alternatives easier to grasp.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Room<\/th><th>What poses a problem<\/th><th>What we change<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Living room<\/td><td>Television always on in the background, tablets within reach<\/td><td>Turn off by default, store screens in a dedicated drawer, leave games and books visible<\/td><\/tr>\n    <tr><td>Kitchen and table<\/td><td>Phones present during meals<\/td><td>A \"phone box\" placed at the entrance of the meal, for everyone<\/td><\/tr>\n    <tr><td>Children's rooms<\/td><td>Screens that disrupt falling asleep<\/td><td>No screen in the bedroom at night; a common charging station in the living room<\/td><\/tr>\n    <tr><td>Reading or play corner<\/td><td>Alternatives stored, invisible, not easily accessible<\/td><td>An inviting space, at child height, with some renewed activities<\/td><\/tr>\n    <tr><td>Entrance<\/td><td>Nothing to mark the return home<\/td><td>The anti-boredom idea box and the rules board clearly visible<\/td><\/tr>\n    <tr><td>All rooms<\/td><td>Noise and constant overstimulation<\/td><td>Quiet times without background noise, soft lighting in the evening<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83c\udf19 The light and sleep reference<\/strong>\n  <p>Public health authorities, in France and internationally, emphasize the impact of screens in the evening on the sleep onset of children and adolescents. Without citing a specific number, the qualitative recommendation is constant: avoid screens in the hour leading up to bedtime and keep them out of the bedroom at night. Dim lighting and a calm ritual help the body prepare for sleep. In case of persistent sleep disorders, talk to the doctor.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUPPORTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-supports\">Free downloadable resources<\/h2>\n\n<p>Several DYNSEO tools are freely downloadable and printable from the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalog of free tools<\/a>. They are not designed solely for school, but they perfectly structure an approach to screen awareness, as they restore value to screen-free time and make progress visible.<\/p>\n\n<ul>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">Weekly homework planner<\/a> \u2014 to organize work times and guiltlessly free up time slots, including screen time. A well-framed homework time reduces the temptation to mix everything together.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">School gamification system<\/a> \u2014 to transform screen-free efforts into small visible victories, with points and levels. It channels the enjoyment of play that screens exploit into real-life experiences.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-cartable\/\">Backpack checklist<\/a> \u2014 a support for morning and evening autonomy, useful for establishing screen-free routines during sensitive times of the day.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/boite-a-outils-regulation\/\">Emotional regulation toolbox (teens)<\/a> \u2014 the ideal companion for activities 9 to 11, to help with frustration and strong emotions.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-restructuration-cognitive\/\">Cognitive restructuring sheet for anxiety<\/a> \u2014 to help a teenager gain perspective on anxious thoughts, particularly related to social media and self-image.<\/li>\n<\/ul>\n\n<p>The usage principle is the same for all: print, display where useful, fill in one minute a day. It is the regular trace, more than the tool itself, that maintains the motivation of the whole family.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 NUM\u00c9RIQUE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-numerique\">The role of well-used technology<\/h2>\n\n<p>Raising awareness about screens does not mean banning them. Not all screens are equal: an educational app, framed and limited in time, has nothing to do with the passive scrolling of videos. The challenge is to replace, as much as possible, the time endured with chosen and quality time.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Application<\/th><th>For whom<\/th><th>Typical use<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><\/td><td>Children aged 5 to 10<\/td><td>15 minutes a day, a few educational games focusing on logic, memory, and language, at an age where a positive use is encouraged<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a><\/td><td>Adults and teenagers<\/td><td>Short sessions of cognitive stimulation, also useful for adults who want to model a structured use<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a><\/td><td>Children with language or communication disorders<\/td><td>Support for exchange, to be used in conjunction with and on the advice of professionals who follow the child<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>For this age group, <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">the COCO app<\/a> is a good example of chosen technology: short games, without advertising or encouragement to stay, with a playtime set by the adult. The right dosage remains the same as for any screen activity: a short time, at a fixed hour, in a common room, and never just before bedtime. The app does not replace real activities or dialogue; it illustrates that a screen can be a tool when it is framed.<\/p>\n\n<p>Want to assess your child's attention, memory, or logic? The <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">free cognitive tests DYNSEO<\/a> provide a first playful benchmark, without diagnostic value: in case of doubt, only a healthcare professional can make a diagnosis.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ERREURS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-erreurs\">The 5 most common mistakes<\/h2>\n\n<p>Most difficulties do not stem from a lack of firmness, but from some counterproductive reflexes that we repeat without realizing it. Identifying them often helps to unlock a situation that seemed stuck. Here are the five most common, along with the gesture or phrase to avoid and what can be done instead.<\/p>\n<ol class=\"dyn-steps\">\n  <li><strong>Prohibit without replacing.<\/strong> Removing the screen while leaving the child facing emptiness never works: it is always necessary to offer an immediately available alternative. \u274c To avoid: \u201cTurn it off and find something to do.\u201d<\/li>\n  <li><strong>Do the opposite of what is asked.<\/strong> Checking your phone at the table while blaming the screen on your child undermines the message. \u274c To avoid: keeping your own screen on during family time.<\/li>\n  <li><strong>Stop abruptly.<\/strong> Cutting off without warning almost certainly triggers a crisis. Announce, count down, then turn off. \u274c To avoid: snatching the tablet from their hands without a word.<\/li>\n  <li><strong>Use the screen as a reward or punishment.<\/strong> This gives it an exaggerated value and makes every limit more difficult. \u274c To avoid: \u201cIf you behave, you can have the tablet.\u201d<\/li>\n  <li><strong>Want to change everything at once.<\/strong> A complete overhaul of habits collapses in a few days. Introduce one rule at a time, stabilize it, then move forward. \u274c To avoid: announcing ten new rules on the same evening.<\/li>\n<\/ol>\n\n<p>Ultimately, raising awareness about screens is not about winning a battle against the tablet: it is about providing the child with an environment, habits, and references that make screen-free time desirable and digital use conscious. Nothing in this article requires expensive materials or special skills: a few selected activities, a stable framework, alternatives at hand, and a bit of consistency are enough to sustainably change the family climate. Start with a single habit this week \u2014 the table without screens, or the game ritual before dinner \u2014 and let it settle before adding another. It is this calm progression, not perfection, that makes the difference over time.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2>To go further<\/h2>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Everyday situations<\/span>Raising awareness about screens: 10 difficult situations and how to respond<\/a>\n  <a href=\"#\"><span>In-depth guide<\/span>Raising awareness about screens: the complete guide to understanding what is at stake<\/a>\n  <a href=\"#\"><span>Support &amp; contacts<\/span>Who to contact, what support is available, and how to maintain it over time<\/a>\n  <a href=\"#\"><span>The training<\/span>Program, content, and who the \u201cRaising awareness about screens\u201d training is aimed at<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Frequently asked questions<\/h2>\n\n<div class=\"dyn-faq\">\n\n  <h3>How much screen time per day is reasonable?<\/h3>\n  <p>There is no universal duration: it all depends on age, type of content, and timing. The guidelines issued by psychiatrist Serge Tisseron, in the form of \u201c3-6-9-12\u201d, provide a useful basis, and the World Health Organization recommends avoiding screens for very young children. More than the exact duration, what matters is the quality of the content, the absence of screens before bedtime, and maintaining a balance with real-life activities. If in doubt about your situation, your family doctor remains the best contact.<\/p>\n\n  <h3>At what age can we start raising awareness about screens?<\/h3>\n  <p>From a very young age, but not in the same way. With a toddler, raising awareness mainly involves limiting exposure and prioritizing real play and interaction. Around five or six years old, simple rules can be established, and emotions can be named. From nine years old, we accompany internet use and develop critical thinking. In adolescence, dialogue and trust become central, as mere control is no longer sufficient. The important thing is to adapt the discourse and activities to the child's maturity, never to instill fear.<\/p>\n\n  <h3>How can I keep my child motivated without screens?<\/h3>\n  <p>Motivation comes from genuinely attractive alternatives that are immediately available. Three levers work: proposing a concrete activity rather than an emptiness to fill, establishing regular rituals that become pleasant references, and valuing efforts with a visible support like a points system. We negotiate the form, not the principle: \u201cwe play a game and then you choose\u201d achieves more than a reminder of the dangers. Finally, the example set by adults remains the most powerful driver: a family that lives without screens at certain times naturally encourages the child.<\/p>\n\n  <h3>Do we really need special materials for these activities?<\/h3>\n  <p>No, and that is intentional. Almost all the activities proposed here rely on what you already have: a sheet of paper, a timer, board games, kitchen materials, a quiet space. The DYNSEO resources available for download are free and can be printed at home. The essential thing is not the equipment but the regularity and presence. A homemade idea box and a rules chart displayed on the fridge are enough to structure the entire approach. The only truly indispensable \u201cmaterial\u201d remains a bit of shared time, daily consistency, and a sincere desire to do things together.<\/p>\n\n  <h3>What should I do if my teenager refuses any limits?<\/h3>\n  <p>In adolescence, frontal opposition is rarely effective: it is better to co-construct the rules than to impose them. Acknowledge the legitimate place of screens in their social life, then set together a few non-negotiable limits, such as no screens at night in the bedroom. Prioritize regular dialogue over occasional conflict, and rely on emotional regulation tools if anxiety is involved. If you observe academic disengagement, isolation, sleep disturbances, or marked distress, do not stay alone: seek help from a doctor or psychologist, who can assess the situation.<\/p>\n\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <p>These activities and arrangements are general proposals intended for families and caregivers. They do not replace medical advice or specialized support. If you observe signs of distress in a child or adolescent \u2014 sleep disorders, withdrawal, anxiety, unusual aggression, disengagement \u2014 consult the treating physician or a psychologist, who are the only ones qualified to make a diagnosis and propose care.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Raise awareness about screens, with method and without guilt<\/h3>\n  <p>The training \u201c&nbsp;Raise awareness about screens&nbsp;: understand, act, support&nbsp;\u201d includes these activities and tools, and provides guidelines for establishing a framework that lasts over time. 18 lessons, 100&nbsp;% online, unlimited access, at your own pace. Certified organization Qualiopi No&nbsp;11757351875, certificate of completion.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/sensibiliser-aux-ecrans-comprendre-agir-accompagner\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582,2915],"tags":[],"class_list":["post-770868","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Raising Awareness About Screens: Activities, Resources, and Concrete Arrangements to Implement - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/raising-awareness-about-screens-activities-resources-and-concrete-arrangements-to-implement\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Raising Awareness About Screens: Activities, Resources, and Concrete Arrangements to Implement - DYNSEO - Educational apps &amp; 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