KARACHI:
Having grown up in the early years of the smartphone era myself, I can see just how much the landscape has shifted for the generation coming up behind me. Where we were once sent outside to play, children today are far likelier to be found absorbed in a tablet or a phone screen, often for hours at a stretch, well before they have even started school. What was once an occasional treat has, for many families, quietly become the default way of keeping a child occupied.
The consequences of this shift are becoming difficult to ignore. Prolonged screen exposure is linked to deteriorating eyesight, poor posture, disrupted sleep, and a sedentary lifestyle that increases the risk of childhood obesity. Beyond the physical toll, there are cognitive and social costs as well: shortened attention spans, declining academic focus, and a noticeable withdrawal from the kind of face-to-face interaction that helps children develop social and emotional skills. Unsupervised screen time also carries the risk of exposure to inappropriate content and, increasingly, to patterns of internet addiction that can be difficult to unlearn later in life. Even simple family routines, such as mealtimes or short trips, are increasingly mediated by a screen rather than by conversation.
Having tutored younger students and spent time around family members still in school, I have seen firsthand how a constant stream of digital stimulation can shorten a child’s patience for anything that requires sustained effort, whether it is reading a book or working through a homework problem. This is not merely a parenting inconvenience; it is a developmental concern with long-term implications, and one that will only grow more pressing as devices become cheaper and more deeply woven into daily life.
Parents have a central role to play in setting sensible boundaries around screen use and actively encouraging alternatives such as outdoor play, reading and creative activities. But schools, too, must take responsibility by incorporating digital literacy and screen-time awareness into their curricula, helping children understand moderation rather than simply restricting access without explanation.
Parents, schools and the relevant authorities should recognise the seriousness of this issue and work together to help children build a healthier, more balanced relationship with technology, one that safeguards both their wellbeing and their development.
Syeda Alvina Shah
Karachi
