Screens can arrive in a preschooler’s day through television, a relative’s phone, a game or a video that starts automatically. A useful family plan looks at when, why and with whom a screen is used, not only the device. This guide helps you set clear routines and make changes you can sustain without judging families for a difficult day.

Start with a realistic picture

For two or three ordinary days, note screen use without trying to make the record look better. Include background television, videos during meals, apps in waiting rooms and adult phones that interrupt play. Write the reason alongside the activity: a video call, entertainment or a parent trying to finish dinner.

Look for the routine you most want to change. If the television is always on but nobody is watching, that may be an easier starting point than the child’s favourite programme. If a screen fills a childcare gap, acknowledge the practical problem and plan support rather than simply deleting the activity.

Ask every regular caregiver about their routine. A plan cannot be consistent if adults have different assumptions about what counts or which content is allowed. Keep the discussion concrete and respectful.

Use Canadian guidance as a planning reference

The Canadian Paediatric Society recommends limiting routine or sedentary screen use for children aged two to five to about one hour or less daily. It also recommends avoiding screens for at least an hour before bedtime and keeping them out of bedrooms. Content, context and adult participation matter alongside time. [1]

Use that guidance to review the day, not to justify filling every available minute. Protect time for the activities your child needs and enjoys. A single difficult day does not require a punishment the next morning; return to the plan and identify what made it hard to follow.

For a child with an individual communication or disability-related device, ask the treating team how that use fits the plan. A general entertainment limit should not be used to remove an essential communication tool.

Choose the programme before pressing play

Preview content when possible and select it deliberately. Check the platform’s controls, advertising, autoplay and purchasing settings. A familiar character or a label saying educational does not establish that every video in the feed is appropriate.

CPS encourages high-quality, age-appropriate content and shared viewing. Watch or use media with your child when possible, talk about what you see and connect it with real life. Avoid assuming an app provides the same learning opportunity as a conversation with a caring adult. [1]

You might watch a short scene about building and later offer ordinary blocks, or name an animal you plan to look for in a book. Keep the follow-up simple. The activity does not need a branded toy set to become meaningful.

Decide the ending before the beginning

Choose a clear stopping point: one selected episode or another specific limit the adult can follow. Tell the child what comes afterwards. If the platform begins another video automatically, change that setting when available or be ready to stop it yourself.

Use language that describes the routine: “When this finishes, we will turn it off and get our shoes.” Avoid asking whether they would like to stop if stopping is already the adult’s decision. Offer a manageable choice about the next task instead.

If stopping is repeatedly difficult, review timing, content and the adult’s availability at the transition. Do not begin a session that requires an abrupt end in the middle of an essential handover if a different time is possible.

Prepare an alternative that fits the moment

A long craft project is not always a practical replacement while dinner cooks. Keep a few options suited to the space and the supervision you can provide: a familiar book beside you, a simple drawing activity or a small set of suitable toys. Check their safety and avoid activities with small parts or water when you cannot supervise closely.

Rotate the options if useful, but do not create a new purchase requirement every time a screen is turned off. Ask a partner or relative for a specific block of care if the underlying problem is lack of adult time.

Include adult habits

Decide where adult phones go during meals and shared play. If you must answer an important message, explain briefly and return attention afterwards. A visible household habit may be easier to maintain than repeated instructions directed only at the child.

Keep your child’s privacy in view. Review what you post, who can view it and whether the child is being asked to perform for an audience. Do not make sharing personal moments a condition of joining a family activity.

Adjust the plan when it is not working

HealthLink BC points families towards the CPS approach of minimising, mitigating, using media mindfully and modelling healthy habits. Treat your plan as something adults review together, not a score attached to the child. Ask a health professional about concerns involving sleep, development or persistent distress. [2]

Write three rules in plain language, choose one routine to change first and set a date to review it. A plan everyone understands is more useful than an impressive restriction no adult can follow.

General education for parents and caregivers. These guides do not assess your child or replace care from a qualified professional. For advice about your pregnancy or child, contact your care team.