How to Get the Most out of Screen Time

How to Get the Most Out of Screen Time

Maya Rose, PhD & Ashley McDermott PhD

How thoughtful use of screens can benefit children, families, and learning

Below, we share ways screens can be used positively and how to make them work for students both in and outside the classroom

1. Mindset and boundaries are the key

• Screens and tech are deeply integrated into modern life — finding ways to guide their use will better prepare students for the digital world they are growing up in.

• What matters is how we integrate tech into purposeful living. When used thoughtfully, screens can support skill-building, social connection, creativity, and expression.
• The goal is to  curate, contextualize, and balance screentime.

2. Screens can teach valuable skills

• Modern video games are often rich and complex — they demand attentional skills, strategic thinking, planning, resource management, and adaptation to novel challenges.
• Screens (e.g., video games) help to build perseverance (you fail, you try again), to break down problems into smaller steps, and to adjust strategies dynamically.
• Skills targeted in games can transfer to real‑life domains, like spatial awareness, pattern recognition, decision making under pressure, and multitasking. 

• Not all games are created equally — games with clear skill demands (e.g., Thynk) tend to yield more transferable skills

3. Screens help bridge social connections, interests, and motivation

• Shared digital experiences (co‑playing games, watching content together, discussing gaming strategies) can become social glue.

• For kids whose interests lie in technology, media, or digital arts, screen time can be a doorway into deeper creative outlets (coding, digital storytelling, game design).

• Digital learning tools can preserve engagement in learning: interactive simulations and creative tools let students experiment, get feedback, and stay motivated.

4.  Balance matters

• Overuse of screens (especially unstructured, unsupervised consumption) can crowd out sleep, physical activity, in-person socializing, and imaginative play.
• When screen time becomes a “default” or mindless escape, rather than a chosen tool, it may affect mental well‑being, attention spans, or emotional regulation.
• Teachers and caregivers can help children self-monitor usage, set boundaries, and diversify their time.

5. Intentional use turns screens from mindless to purposeful

• Be mindful of when and why children are choosing to use different types of applications: to relax, to learn, to connect – all serve a purpose. 
• Combine screen activities with offline reflection and application. For example: a student may play a game about ecosystems, then go outside and observe local plants or animals.
• Talk with children/students about what they like about the games they play, what strategies they use, why and when they like to use screens. This helps to situate games and other forms of technology into their daily life.

Practical suggestions for the classroom 

• Co‑participate — play games or use apps with your students, so you can guide and understand their experience.
• Set boundaries – identify or determine what types of screen use and when they are acceptable. Read more about boundaries and screentime
• Encourage reflection — ask: What did you learn? What surprised you? What would you try differently next time?
• Model healthy habits — your own screen use matters. Demonstrate clear boundaries and show how you use tech with purpose.

Conclusion

With the right focus, screen time can help children develop self-control, resilience, and balance. At Thynk, we believe the future lies in blending analog and digital experiences in meaningful, human-centered ways. Let’s make screen time work for us — and for our children