2020 - the common sense census: media use by kids age zero to eight

THE COMMON SENSE CENSUS:

MEDIA USE BY KIDS AGE ZERO TO EIGHT

2020

Suggested citation: Rideout, V., & Robb, M. B. (2020). The Common Sense census: Media use by kids age zero to eight, 2020. San Francisco, CA: Common Sense Media.

Credits

Authors: Victoria Rideout, M.A., VJR Consulting

Michael B. Robb, Ph.D., Common Sense Media

Data analysis: Melissa Saphir, Ph.D., Saphir Research

Copy editor: Jennifer Robb

Designers: Allison Rudd and Dana K. Herrick

TABLE OF CONTENTS

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Key.Findings .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..3

Methodology.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Key.Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Overall.Screen.Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Television,.Streaming,.and.Online.Videos. . . . . . . . . . . . . . . . . . . .21

Mobile.Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Digital.Divide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Reading .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Gaming.and.Social.Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Children.Under.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Emerging.Technologies:.Virtual.Reality,.Smart.Speakers,..

and.Smartwatches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Parents’.Views.About.Children's.Media. . . . . . . . . . . . . . . . . . . . 39

Parent.Quotes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Appendix:.2020.Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . .51

COMMON SENSE IS GRATEFUL FOR THE GENEROUS SUPPORT

AND UNDERWRITING THAT FUNDED THIS RESEARCH REPORT:

Eva and Bill Price

Margaret and Will Hearst

Bezos Family Foundation

Carnegie Corporation of New York

The Common Sense Census launched in 2011 with our ﬁrst-ever look at the media habits of kids from birth to 8

years old. The goal of the census has been to act as a benchmark, and track media use over time to understand

the incredible and far-reaching presence that devices and media have in the lives of our youngest population.

This report is our fourth Zero to Eight study, and it comes amidst the most unprecedented of times.

This year, all of our data was collected before the start of the coronavirus pandemic—before the lockdowns,

the ofﬁce closures, and the remote schooling that led to stress, uncertainty, and a general loosening of screen

time rules in households across the country. All of a sudden, parents who needed to balance full-time work and

child care turned to screens and devices to make it all work, or to stay connected to grandparents and other

family members who were no longer allowed to visit or provide support. When we began this year’s census we

had no idea what the coming months would hold, or how drastically life as we know it would change. But we

consider our timing fortuitous: We now have a clear snapshot of our youngest children’s media use before

screen time began to take on a different role and meaning in our lives. This snapshot will prove to be incredibly

valuable in future research as we explore the real impact of the coronavirus—and all of the challenges that

2020 has brought to bear—on both the use and the purpose of media in our children’s lives.

This year’s ﬁndings give us a glimpse into what we might ﬁnd on the other side of the pandemic: a world in

which the majority of our kids’ screen time takes place not watching traditional television, but instead online,

and in which access to technology continues to exacerbate the inequalities we know exist among families of

different races, ethnicities, and income levels.

• For the ﬁrst time since we began the census, online.video.viewing.dominates.kids’.screen.time. Our

youngest kids are spending 39 minutes a day watching online videos on platforms like YouTube and TikTok,

up from only 19 minutes in 2017. The growth in mobile device access is driving this increase, as nearly half

of 2- to 4-year-olds and more than two-thirds of 5- to 8-year-olds have their own tablet or smartphone.

• The growth in use of mobile media devices among lower-income, Black, and Hispanic/Latinx families is

also impacting the.gap.in.screen.time.by.race,.ethnicity,.and.income,.which.has.grown.substantially.

since.2017. Children in lower-income households are spending nearly two hours more with screens

than children from higher-income households. The difference is also pronounced among Black and

Hispanic/Latinx families compared to White families.

• Efforts.to.close.the.digital.divide.in.home.computer.and.high-speed.internet.access.have.stalled

More than a quarter of lower-income families still lack internet access, and more than a third (37%) of

lower-income children do not have a computer in the home. While we know work has been done over

the course of the pandemic to close this gap, our lack of progress in recent years has made the climb to

digital equity far steeper than it should have been.

• Differences abound by race, ethnicity, and income around the perception.of.media.as.educational.

Black and Hispanic/Latinx, as well as lower-income parents, are more likely to say the media their kids

are viewing has an educational beneﬁt.

The explosion of online video viewing matters when we consider YouTube’s role as the largest free platform

for online video in the world. In our sister report, Young Kids and YouTube: How Ads, Toys, and Games Dominate

Viewing, we undertook an analysis of videos watched by kids in this age group, and we saw ﬁrsthand what kids

are seeing in many online videos: an abundance of advertising and other content that we found disturbing, but

not much that qualiﬁed as truly educational.

At Common Sense, we have always been committed to ﬁghting for technology that supports learning, health,

and opportunity, and solves for inequities by creating an equitable future for kids and families. The results of

this report highlight the pivotal moment in which we as a nation ﬁnd ourselves around the role media and

technology play in our young children’s lives. As we slowly emerge from the coronavirus pandemic, we must

work to close the digital divide and increase the opportunities all families have to engage with media safely,

responsibly, and effectively. We hope this research is fuel to the ﬁre for that conversation among our partners

in government and industry, as it will take all of our collective efforts to ensure our children reap the beneﬁts

of media and technology equally.

A LETTER FROM OUR FOUNDER

James P. Steyer,

founder and CEO

THIS REPORT PRESENTS THE findings from the fourth wave

of Common Sense Media’s ongoing series of surveys about the

media lives of young children in the United States. The series

began nearly a decade ago, in 2011; over this period, more than

5,700 respondents have been surveyed.

As far as we are aware, this is the only nationally representative,

probability-based study tracking the use of media by children

from birth through age 8 in the United States. We do this study

because of our conviction that media and technology are abso-

lutely central to children’s lives. Academically, the world in which

today’s children are growing up requires a high degree of immer-

sion in and use of media and technology. Entertainment, social

life, and play are all increasingly digital. The activities children

engage in, and the content and messages to which they are

exposed, are based to a large extent on the media-related choices

they and their parents make. We can no longer treat media as an

afterthought when it comes to child development, education, and

well-being. Differences in access and use may reflect differences

in opportunities and risks that researchers, policymakers, educa-

tors, parents, and health care providers need to be well equipped

to address.

The final interviews for the survey took place on March 13,

2020—less than a week before much of the country was under

“stay-at-home” orders due to the coronavirus pandemic. Clearly,

once the pandemic reached the United States, our relationship

with media changed. Children could no longer go to school, visit

friends, or sometimes even go outdoors. Parents and children

were suddenly at home together all day—learning, working, and

playing—for months on end. How the pandemic is changing pat-

terns of media use is a topic Common Sense will address in the

next wave of this survey.

For now, this report paints a portrait of what families’ media lives

looked like on the precipice of change. As such, this report offers

a unique opportunity to understand the evolution of media’s role

in young people’s lives over the past decade.

.• The findings cover the full spectrum of media, from print to

audio to video, including reading, listening to music, watch-

ing television or online videos, and gaming.

.• New items include findings on audiobooks, podcasts, virtual

reality, smart speakers, and smartwatches.

.• The data covers a wide range of measures, including:

.• The frequency of children’s use of various types of media

and the amount of time they spend in various media

activities.

.• The context of their media use (including the home

media environment, co-use with parents, and the use of

media during meals and before bed).

.• The types of media content used (such as genres of

online videos children watch, use of educational

programming across devices, and how media content

is selected).

.• Parents’ attitudes about various concerns that have been

raised about children and media.

.• Parents’ experiences with the impact of media on their

child (for learning, creativity, and social and emotional

development).

In addition, the report explores differences in media usage by

age, gender, parent education, household income, and race/

ethnicity. The use of a probability-based methodology means

that we have a sample of parents that is truly representative.

Parents from across the country were surveyed, including those

who are wealthy and not, the highly educated and those who

never finished high school, those from two-parent and single-

parent families, and those representing a diversity of racial and

ethnic groups.

As we think about how the coronavirus pandemic may be chang-

ing family media habits and our direction in the future, it is

important to know where we started—as well as the implications

for educators, policymakers, parents, and child advocates.

INTRODUCTION

POTENTIAL SPOT FOR PHOTO

1. On average, children from birth to

age 8 use about two and a half hours

(2:24) of screen media a day.

Daily use ranges from 49 minutes among those younger than 2,

to two and a half hours (2:30) among 2- to 4-year-olds, and more

than three hours (3:05) among 5- to 8-year-olds.

Screen time also varies a lot from child to child: In any given day,

nearly a quarter (23%) of 0- to 8-year-olds don’t use any screen

media, while a similar proportion (24%) spend more than four

hours with screens. Watching television and videos continues

to be the main reason children use screen devices, accounting

for nearly three-quarters (73%) of all screen time. Reading,

homework, and video-chatting occupy a tiny portion (5%) of

overall screen use. The amount of screen media children use

has remained largely consistent since this series of surveys began

in 2011, when total screen use was two hours and 16 minutes

per day. On average, boys use 35 minutes more screen media

than girls do per day (2:40 vs. 2:05), including 17 minutes more

watching television and videos, and 17 minutes more playing

video games.

KEY FINDINGS

73%

16%

◼ TV/video viewing

◼ Gaming

◼ Reading (electronic)

◼ Homework

◼ Video-chatting

◼ Other/unknown

FIGURE A. Screen Use, by Activity, 2020

Among 0- to 8-year-olds, proportion of average daily screen

time devoted to …

5 to 82 to 4Under 2

:49

2:30

3:05

FIGURE B. Average Daily Screen Use, by Age, 2020

Among 0- to 8-year-olds, average daily amount of screen media

used (hours:minutes)

2. Online videos now dominate

children’s screen time.

For the first time, watching online videos on sites like YouTube now

constitutes the largest proportion of children’s total TV and video

viewing, with an average of 39 minutes a day—more than double

the amount of time devoted to online videos three years ago (:19).

Next is 30 minutes a day spent watching content through a

streaming service, while just 18 minutes is devoted to watching TV

shows at the time they air, and another six minutes to watching

shows that were recorded earlier or watched on demand.

More than a third (34%) of children age 8 and younger watch

online videos every day, up from 24% three years ago. Nearly half

(46%) of 2- to 4-year-olds and more than two-thirds (67%) of

5- to 8-year-olds have their own mobile device (tablet or smart-

phone), making online viewing even more accessible.

3. Efforts to close the digital divide

in home computer and internet access

have stalled.

Access to the internet in the home has been stuck at the same

level since 2017, with more than a quarter (26%) of lower-income

families lacking it. And more than a third (37%) of children from

lower-income households do not have a computer in the home.

At a time when remote learning has become essential, this failure

to stem the divide could be devastating.

37%

23%

29%

11%

◼ Online videos

(YouTube/other)

◼ Subscription service

(Netflix/Hulu/other)

◼ Television

(live/recorded/on demand)

◼ DVDs

FIGURE C. Television and Video Viewing, by Type, 2020

Among 0- to 8-year-olds, proportion of total TV/video viewing

that occurred through …

92%

42%

86%

46%

96%

74%

94%

74%

2020201720132011

Higher income

Lower income

FIGURE D. Home Internet Access, by Income, 2011 to 2020

0- to 8-year-olds with access to the internet at home

91%

48%

90%

53%

97%

72%

95%

63%

2020201720132011

Higher income

Lower income

FIGURE E. Home Computer Access, by Income, 2011 to 2020

0- to 8-year-olds with a laptop or desktop computer at home

Note: Lower income is less than $30,000 a year; higher income is more than $75,000 a year.

4. The gap in screen use by

income, race, and ethnicity has

grown substantially.

Children in lower-income households spend an average of nearly

two hours a day more with screen media than those in higher-

income homes (3:48 vs. 1:52). In 2011, the difference in screen

time between children in lower- and higher-income homes was

an average of 40 minutes a day; in 2017 it jumped to 1:39 a day;

and in 2020 there is a 1:56 difference in daily screen use between

the two groups. Similarly, Hispanic/Latinx and Black children

spend more time with screen media (3:03 and 4:09, respectively)

per day than White children do (1:52), and the difference between

groups has been growing. (In previous waves of the survey, the

largest difference between White and Black children was 1:12 a

day; today the difference is 2:17 a day). There are similar differ-

ences with screen use by parent education. One of the key drivers

behind this growing differential in screen use is the growth in

mobile media use among children in lower-income, Black, and

Hispanic/Latinx families.

5. Black parents are much more

likely than White parents to perceive

educational benefits to their children

from screen media.

Parents in lower-income homes are also more likely to see posi-

tive effects of screen media than parents in higher-income

homes. Thirty-nine percent of Black parents vs. 19% of White

parents say the media their child uses help their learning “a lot,”

as do 38% of lower-income vs. 17% of higher-income parents.

Indeed, half of Black parents say that learning is a “very impor-

tant” reason their child uses screen media, compared to 31% of

White parents.

2:32

1:52

2:17

1:48

3:29

1:50

3:48

1:52

2020201720132011

Lower income

(<$30,000/year)

Higher income

(>$75,000/year)

FIGURE F. Screen Media Use, by Demographic, 2011 to 2020

Among 0- to 8-year-olds, average screen use per day

INCOME

3:07

2:35

1:55

2:26

1:57

1:58

2:51

2:36

2:11

4:09

3:03

1:52

2020201720132011

Black

Hispanic/Latinx

White

RACE/ETHNICITY

Strongly agree they are satisfied with amount

and quality of child's educational media

Media their child uses helps learning a lot

Learning is a very important reason for their child’s use of screen media

39%

32%

19%

50%

37%

31%

33%

27%

15%

◼ Black

◼

Hispanic/Latinx

◼ White

FIGURE G. Parents’ Views About Media and Learning,

by Race/Ethnicity, 2020

Among parents of 0- to 8-year-olds, percent who say …

6. Parents of 0- to 8-year-olds have

overwhelmingly positive views of the

screen media their children use.

The majority don’t report being concerned about the amount of

time their kids spend with screens, the impact screen media has

on their child, the quality of the content available to them, or the

challenges of getting their children to disengage with screens

when it’s time for other activities.

Six in 10 (60%) parents whose children use screen media say

their child spends “the right amount of time” with screens, and

75% say they are satisfied with the amount and quality of the

educational media available to their children. Nearly three-

quarters (72%) say the media their child uses help the child’s

learning, and 60% say media help the child’s creativity. Most

(59%) say they don’t find it difficult to get their child to stop using

media when they ask, although 40% find it at least somewhat

difficult. The only aspect of children’s media use that parents are

clearly more negative than positive about is its effect on children’s

physical activity: Forty-three percent say it has a negative effect.

7. The amount of time children from

lower-income families spend reading

has increased.

Both the frequency and amount of time spent reading among

children from lower-income households have increased. The

proportion of children in lower-income households who are

daily readers—that is, who read or are read to every day—has

increased by 10 percentage points over the past three years, from

40% to 50%. (The rate of daily reading has not changed among

the other income groups.) The daily time spent reading among

children from lower-income families is up by an average of 17

minutes per day (from 26 to 43 minutes a day). E-reading now

accounts for 10 minutes a day, on average, among lower-income

children, compared to just three minutes a day among their peers

in higher-income families.

Physical activity

Social skills

Creativity

Learning

72% 8%

60% 11%

34% 19%

16% 43%

◼ Helps

◼ Hurts

FIGURE H. Parents’ Views on the Effects of Children’s Screen

Media Use, 2020

Among parents of 0- to 8-year-old screen users, percent who

say their child’s media use mostly helps/hurts their …

Note: Includes those saying media use helps or hurts “a lot” and “a little.”

Doesn’t show percent who say “Makes no difference one way or the other.”

8. Among 5- to 8-year-olds, media

use becomes more independent,

mobile, and social than among

younger children.

Most screen use among children this age occurs without their

parents. Parental co-use goes down dramatically as the child’s

age goes up: The proportion of parents who say they use media

“most of the time” with their 5- to 8-year-old child ranges from

11% to 19%, depending on the media activity (compared to 37%

to 62% for parents of children under 2). More than two-thirds

(67%) of 5- to 8-year-olds have their own mobile device, and on

average, children in this age group spend an hour and 15 minutes

a day using mobile media. Among 5- to 8-year-olds, 44% of

parents say their child spends too much time with media, and

nearly half (47%) say that it can be difficult to get their child to

stop using media.

Among the 95% in this age group who watch online videos, the

children themselves are most likely to select what to watch

(rather than the parent), either through their own searching,

autoplay, or “suggested” videos on the platform or from channels

the child follows.

17%

16%

40%

29%

47%

44%

5 to 8 2 to 4Under 2

◼

It is difficult to get

their child to stop

using media

◼

Their child spends

too much time

with media

FIGURE I. Parents’ Views About Children’s Media Time,

by Age, 2020

Among parents of 0- to 8-year-olds, percent who say …

61%

57%

38%

28%

10%

26%

5 to 8 2 to 4Under 2

Child chooses videos

19%

18%

Parent chooses videos

Parent co-views

videos with the child

most of the time

FIGURE J. Choosing/Co-Viewing Online Videos, by Age, 2020

POTENTIAL SPOT FOR PHOTO

Over-samples. Over-samples of Black (n = 253) and Hispanic/

Latinx (n = 298) respondents were included in the survey. Those

samples were then weighted back to their representative level for

analyzing the survey results as a whole.

Margin of error. The margin of error for the full sample at a 95%

confidence level is +/- 3.11%.

Respondent compensation. Respondents received a cash equiva-

lent of $5 for their participation; some Black respondents

received an additional $5 or $10 equivalent to improve response

rates among this lower-incidence demographic group.

Treatment of outliers. Of the 1,457 qualified completed surveys,

17 cases were removed from the data file; four for “speeding”

through the survey and refusing every question and 13 outliers

who were excluded due to reporting media use times of greater

than 24 hours for their child.

Weighting. The use of probability-based recruitment methods for

the KnowledgePanel is designed to ensure that the resulting

sample properly represents the population of the United States

geographically, demographically (e.g., age, gender, race/ethnic-

ity, and income), and in terms of home internet access.

Study-specific post-stratification weights were applied once the

data was finalized, to adjust for any survey nonresponse and to

ensure the proper distributions for the specific target population

(in this case, parents of 0- to 8-year-olds). Geodemographic

distributions for this population were obtained from March 2019

supplemental data from the U.S. Census Bureau’s Current

Population Survey. The following table indicates how the

unweighted and weighted samples compare to the benchmarks,

using Census Bureau categories.

THIS REPORT PRESENTS THE results of a nationally representa-

tive, probability-based online survey of 1,440 parents of children

age 8 or younger, conducted from February 18 through March 13,

2020. The survey is the fourth in a series of cross-sectional track-

ing surveys conducted by Common Sense. Previous surveys were

conducted in 2011, 2013, and 2017.

The survey was designed by Common Sense and VJR Consulting

and fielded (in English and Spanish) by the research firm Ipsos,

using their probability-based web panel KnowledgePanel

The project was directed by Michael Robb, director of research

at Common Sense, and Victoria Rideout of VJR Consulting.

Data analyses were conducted by Ms. Rideout and by Melissa

Saphir of Saphir Research Services. The report was written by

Ms. Rideout.

Text of the survey. To the extent possible, the 2020 survey instru-

ment duplicates the questions asked in previous years, with

updated items reflecting newer trends. The full text of the ques-

tionnaire (excluding screener) is included in the Appendix to this

report. In cases where the question wording or structure has

changed, those changes are noted in the relevant tables.

Survey sample. KnowledgePanel is the first and largest online

research panel that is representative of the entire U.S. population.

Hence, it is the largest national sampling frame from which fully

representative samples can be generated to produce statistically

valid inferences for study populations. Panel members are ran-

domly recruited through probability-based sampling, and

households are provided with access to the internet and hard-

ware if nee ded. Ipsos recruits panel members using address-based

sampling methods. Once household members are recruited for

the panel and assigned to a study sample, they are notified by

email for survey taking, or panelists can visit their online member

page to take the survey. The use of a probability sample means

the results are substantially more generalizable to the U.S. popu-

lation than are results based on “convenience” or “opt-in”

samples. Convenience and opt-in samples include only respon-

dents who are already online and/or who volunteer through word

of mouth or advertising to participate in surveys.

METHODOLOGY

DEMOGRAPHICS OF SURVEY SAMPLE

Among.U S .parents.of.children.age.0.to.8 Unweighted.n

Unweighted.

percentage

Benchmark.

percentage*

Weighted.

percentage

Race/ethnicity

 White, non-Hispanic 795 55% 57% 57%

 Hispanic 298 21% 22% 22%

 Black, non-Hispanic 253 18% 11% 10%

 Other, non-Hispanic 60 4% 9% 9%

 2+ races, non-Hispanic 34 2% 1% 1%

Language.

 Hispanic, bilingual (English and Spanish) 158 11% 13% 13%

 Hispanic, Spanish dominant 51 4% 5% 5%

Parent.gender

 Male 781 54% 45% 55%

 Female 659 46% 55% 45%

Region

 Northeast 182 13% 16% 15%

 Midwest 334 23% 21% 21%

 South 579 40% 38% 38%

 West 345 24% 24% 25%

Parent.education

 Less than high school 84 6% 10% 9%

 High school diploma 272 19% 24% 24%

 Some college 380 26% 25% 25%

 College degree or higher 704 49% 41% 41%

Household.income

 <$25,000 204 14% 10% 10%

 $25,000 to $49,999 288 20% 18% 17%

 $50,000 to $74,999 223 15% 17% 17%

 $75,000 to $99,999 205 14% 15% 15%

 $100,000 to $149,999 284 20% 20% 20%

 $150,000+ 236 16% 21% 21%

*March 2019 Current Population Survey Supplement

more races, none of which is Hispanic. Where findings are broken

out by race/ethnicity, results are presented for White, Black,

and Hispanic/Latinx children; the sample sizes for the other

racial and ethnic groups were not large enough to examine

individually.

Presentation of Data in the Text

Notation of hours and minutes. Throughout the report, times spent

with media are presented in hours:minutes. For example, two

hours and 10 minutes is presented as 2:10, and 10 minutes is

presented as :10.

Percentages. Totals will not always add up to 100 due to rounding,

multiple response options, or because they do not include

respondents who marked “don’t know” or did not respond to that

particular question.

Statistical significance. Where relevant, differences over time or

between demographic groups have been tested for statistical

significance. Unless otherwise noted, findings are described in

the text in a comparative manner (e.g., “more than,” “less than”)

only if the differences are statistically significant at the level of

p < .05. In tables where statistical significance has been tested,

superscripts (using letters such as a, b, or c) are used to indicate

whether results differ at a statistically significant level within a set

of columns or rows (e.g., parent race/ethnicity, or 2011 vs. 2020).

Data points that share a common superscript, and data points

that have no superscript at all, are not significantly different from

each other.

Estimating time spent with media. Findings that concern the

amount of time children spend in various media activities are

based on parents’ responses to questions about their child’s

activities the previous day. Parents were asked about a specific,

randomly selected focal child in their household. No parent’s

estimate of their child’s media use is likely to be exact. But by

asking parents to focus on a specific day in their child’s life (the

day prior to taking the survey), we hope to elicit more precise

estimates of children’s media use than by asking about a “typical

day.” Surveying was spread out over the seven days of the

week to avoid any bias toward either weekdays or weekend

days. Unless otherwise noted, the results presented in this report

are the mean time among all respondents, reflecting both the

Demographic Definitions

Age. Findings are presented for the full survey sample of 0- to

8-year-olds, and for three subgroups, based on stages of child

development. The subgroups are from birth to 23 months (babies

and toddlers); from age 2 through 4 (preschoolers); and from age

5 through 8 (school-age children).

Gender. As part of the screener for the survey, parents were asked

whether their child was male, female, or other/nonbinary.

Findings are presented for the full survey sample, and where

relevant for male and female children. (The sample size for the

“other/nonbinary” category was not sufficient to present those

findings separately.)

Household income. For purposes of this report, “lower-income” is

defined as families earning less than $30,000 a year; “middle-

income” includes those earning between $30,000 and $75,000

a year; and “higher-income” is families earning more than

$75,000 a year. For the purpose of making comparisons over

time, we have retained these income categories from 2011. We

recognize that there are differing definitions of income level and

that these standards change over time. For reference, the federal

poverty guideline for a family of four in the United States in 2020

is $26,000,

and the median household income as of 2019 is

approximately $62,000.

Parent education. Levels of parent education are collapsed into

three categories for this report, using the parent who attained the

highest level of education: high school diploma or less (includes

those who did not finish high school, those with a GED, and high

school graduates); some college (including an associate degree

or incomplete bachelor’s degree); and college degree or higher

(includes those with a bachelor’s or graduate degree).

Race/ethnicity. The terms “African American” and “Black” are

used interchangeably in the report to refer to any respondents

who self-identify as “Black, non-Hispanic.” The term “White”

refers to any respondents who self-identify as “White, non-

Hispanic.” The term “Hispanic/Latinx” refers to any respondents

who self-identify as Hispanic. All respondents, including those

who are not part of these three major categories, are included

in results based on the total sample. This includes individuals

who self-identify as another racial group (for example, Asian

American, Pacific Islander, or Native American) or as two or

1. Department of Health and Human Services. (2020). Poverty guidelines. Ofﬁce of the Assistant Secretary for Planning and Evaluation (ASPE).

https://aspe.hhs.gov/poverty-guidelines

2. US Census Bureau. (2019). U.S. median household income up in 2018 from 2017. United States Census Bureau.

https://www.census.gov/library/stories/2019/09/us-median-household-income-up-in-2018-from-2017.html

anything else visual on a smartphone, tablet, iPod touch, or

similar device, such as taking or viewing pictures or videos,

looking things up, social networking, or using other types of apps

not already covered in the previous activities. Does not include

listening to music or other audio (e.g., podcasts or audiobooks).

Smart speaker. A device that can respond to verbal commands,

play music, and answer questions (e.g., Amazon Echo, Dot,

Google Home or Apple HomePod).

Smart TV. A TV set that is connected to the internet, whether

directly or through an add-on device (e.g., Apple TV or Roku) to

download or stream TV shows or movies onto the TV set.

Smartwatch. A watch that can make phone calls, track the wearer,

and display games and text messages.

Social gaming. Online gaming in which the player can play and

interact with other users.

Streaming. Watching TV shows or movies through a subscription

service (e.g., Netflix, Amazon Prime, Disney Plus, or Vudu) or

through a network’s website. Content may be watched on a TV

set, computer, or mobile device.

Subscription service. A service that enables users to stream or

download TV shows or movies (e.g., Netflix, Hulu, Disney Plus,

or Amazon Prime Video).

Tablet. An iPad or similar device (e.g., a Galaxy Tab or other

Android tablet, Microsoft Surface, or Kindle Fire). Does not

include devices designed exclusively as e-readers.

Television. Includes TV shows or movies watched on a TV set,

including “live TV” or content recorded earlier on a DVR, or

watched through video on demand.

Video games. Includes gaming on a console video game player or

other device that connects to a TV set (e.g., an Xbox, PlayStation,

Switch, or Wii), a handheld player (e.g., a Gameboy or Nintendo

DS), a computer, or a mobile device (e.g., a smartphone or tablet).

Virtual reality. Games or movies that are watched through a

special headset (e.g., Oculus Rift, Google Cardboard or

PlayStation VR), in which the user is immersed in a multidimen-

sional media environment that responds to their movements.

proportion of children who engage in an activity and the amount

of time they spend doing so. On occasion we also report time

spent "among users," which is the average (mean) time spent

among those who engaged in that activity the previous day.

When times for various activities are summed, the sums do not

account for the possibility that children may have been engaging

in more than one media activity at a time (e.g., playing a mobile

game while watching television). There is no objective, passive

way of measuring the time children spend engaging in the full

range of media activities covered in this report, or measuring the

amount of their media time that may have been spent engaging

in more than one media activity.

Media Definitions

Console gaming. Includes games played on console players (e.g.,

Xbox, PlayStation, or Wii), or other gaming devices that connect

to a TV set (e.g., the Nintendo Switch).

Educational game device. Includes devices designed specifically

for children for educational purposes (e.g., LeapFrog, LeapPad, or

VTech laptop).

E-reading. Reading on a tablet, phone, or e-reader (e.g., a Kindle).

Includes time the child spends reading or being read to by

someone else.

Internet access. Any internet access other than dial-up, such as

cable, wireless, or DSL. Participants without internet access have

dial-up access or no access.

Live television. Content watched on a TV set on a broadcast or

cable station as it was aired (i.e., not time-shifted).

Mobile media. “Any mobile device” and “mobile media use”

includes smartphones, tablets, and other devices (e.g., the iPod

touch) that can connect to the Internet, display videos, and

download apps.

Online videos. Includes watching videos on sites like YouTube or

TikTok.

Screen media. Refers to all visually based screen activities, includ-

ing watching television, DVDs/videotapes, online videos, or

programming through a subscription service (e.g., Netflix, Hulu,

or Amazon Prime Video); playing video games (including

console, computer, or mobile); electronic reading on a device

(e.g., a smartphone, tablet, or e-reader); using a virtual reality

headset; video-chatting (e.g., on Skype or FaceTime); doing

homework or schoolwork on a computer or tablet; and doing

KEY TABLES

TABLE A. Time Spent with Media, by Activity, 2011 to 2020

Among.0-.to.8-year-olds,.average.amount.of.time.spent.in.a.typical.day.… 2011 2013 2017 2020

Watching.television/videos 1:44

1:27

1:40

1:45

 Television 1:09

:51

:37

:24

 As aired N/A :39

:27

:18

 Recorded/on demand N/A :12

:10

:06

 Online/subscription :04

:14

:46

1:09

 Streaming/subscription N/A N/A :27 :30

 Online videos (YouTube/social/other) N/A N/A :19

a†

:39

 DVDs

‡

:31

:22

:17

:12

Reading/being.read.to. :29

:28 :29 :32

 Print :29 :28 :26 :28

 Electronic N/A N/A :03 :04

Playing.video.games :25 :23 :25 :23

 Console games :14

:10

:06

:07

 Computer games :08

:05

:03

 Mobile games :03

:08

:16

:13

Listening.to.audio :29

:20

:18

:27

 Music :29

:20

:18

:25

 Podcasts/stories/audiobooks N/A N/A N/A :02

Other.digital.activities :07

:05

:11

:12

 Video-chatting N/A N/A :01 :01

 Homework/educational

:05 :03

:02

 Virtual reality N/A N/A

* *

 Anything else

:02

:08

:09

Total.screen.media 2:16

1:55

2:19

2:24

Total.media 3:14

2:43

3:06

3:19

* Less than one minute but more than zero.

†

In this table in the 2017 report, “online videos” did not include the “other” category, so the total time was listed as 17 minutes instead of 19.

‡

Prior to 2020, this item also included time spent watching videotapes.

Prior to 2020, time spent doing homework digitally was measured on computers; in 2020 tablets were also included.

Such as taking or looking at photos or videos, looking things up, social networking, or using other types of activities or apps not already covered.

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those that share a common superscript, do not differ significantly.

Significance should be read across rows (over time).

TABLE B. Time Spent with Media, by Activity and Age, 2020

Among.0-.to.8-year-olds,.average.amount.of.time.spent.in.a.typical.day.… Under.2 2.to.4 5.to.8

Watching.television/videos :45

2:02

2:00

 Television :18

:25

:27

 As aired :16 :18 :20

 Recorded/on demand :02

:07

 Online/subscription :17

1:21

1:24

 Streaming/subscription :13

:33

:35

 Online videos (YouTube/social/other) :04

:48

:49

 DVDs

†

:10 :16

:09

Reading/being.read.to. :28 :33 :34

 Print :26 :28 :29

 Electronic :02 :05 :05

Playing.video.games :01

:15

:40

 Console games :00

:04

:14

 Computer games

:01

:05

 Mobile games :01

:10

:21

Listening.to.audio :35

:33

:20

 Music :34

:31

:17

 Podcasts/stories/audiobooks :01 :02 :03

Other.digital.activities :01

:08

:20

 Video-chatting

:01 :01

 Homework/educational

‡

:05

 Virtual reality :00

* *

 Anything else

:01

:07

:14

Total.screen.media :49

2:30

3:05

Total.media 1:50

3:31

3:54

* Less than one minute but more than zero.

†

Prior to 2020, this item also included time spent watching videotapes.

‡

Prior to 2020, time spent doing homework digitally was measured on computers; in 2020 tablets were also included.

Such as taking or looking at photos or videos, looking things up, social networking, or using other types of activities or apps not already covered.

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read across rows (between age groups).

TABLE C. Media in the Home, 2011 to 2020

Among.0-.to.8-year-olds,.percent.who.live.in.homes.with.… 2011 2013 2017 2020

Television

 TV set 98%

96%

98%

97%

 DVD player 80%

78%

86%

N/A

 Internet-connected television N/A 30%

75%

84%

 Subscription service (e.g., Netflix, Hulu) N/A N/A 72%

87%

 Cable/satellite 68%

70%

65%

45%

 DVR 35%

28%

44%

N/A

 HD antenna N/A N/A 29% N/A

Computer

 Computer (laptop or desktop) 72%

76%

91%

88%

 Internet access 68%

69%

90%

89%

Mobile

 Any mobile device 52%

75%

98%

 Smartphone 41%

63%

95%

97%

 Tablet 8%

40%

78%

75%

 iPod Touch 21%

27%

21%

20%

Video.game.player

 Console video game player 67% 64%

69%

67%

 Hand-held video game player 44%

35%

31%

N/A

Other

 E-reader (e.g., Kindle, Nook) 9%

21%

29%

31%

 Smart speaker (e.g., Amazon Echo, Google Home) N/A N/A 9%

41%

 Virtual reality headset N/A N/A 11% 11%

Child’s.own.device

 Any mobile device 3%

12%

45%

48%

 Tablet

42%

44%

 Smartphone

 iPod Touch or similar 3%

 Educational game device 29%

26%

33%

25%

 Hand-held game player 24%

21%

14%

N/A

 Smartwatch N /A N/A N/A 5%

*Greater than zero but less than one-half percent.

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read across rows (over time).

TABLE D. Daily Media Use, by Activity, 2011 to 2020

Among.0-.to.8-year-olds,.the.percent.who.engage.in.each.activity..

at.least.once.or.more.per.day 2011 2013 2017 2020

 Read/are read to 58% 60% 57% 59%

 Any television/videos 67%

61%

60%

 Watch television 65%

58%

53%

51%

 Watch online videos N/A N/A 24%

34%

 Watch DVDs/videotapes 25%

18%

11%

N/A

 Use mobile device 8%

a†

17%

28%

30%

 Use a computer 14%

14%

11%

 Hand-held video game N/A 7%

N/A

 Console video game 9%

ab‡

 Read an ebook 2%

N/A N/A

 Listen to podcasts/stories/audiobooks N/A N/A N/A 5%

†

In 2011, question included hand-held video game players.

‡

In 2020, this item included hand-held players such as the Switch.

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read across rows (over time).

IN EARLY 2020, PRIOR to the school closings and orders to stay

at home due to the coronavirus pandemic, children age 8 and

younger used an average of two hours and 24 minutes a day of

screen media (and an additional 55 minutes of nonscreen media,

such as reading print and listening to music and other audio

content; see Table A on page 13). Within that average daily use,

there is a lot of variation: In any given day, about a quarter (23%)

of children don’t use any screen media, a quarter (27%) use

screen media between one and two hours, and a quarter (24%)

use screen content for more than four hours (see Figure 1).

Looking at the big picture, the broad pattern of screen media use

among children age 8 and younger has remained fairly stable over

the past nine years of this tracking survey. That is, the vast major-

ity of screen time (73%) is devoted to watching television and

videos (see Figure 2), although the platforms and devices have

shifted (live television and DVDs down; mobile and streamed

content up). The amount of time spent gaming has remained

remarkably steady (accounting for 16% of screen use in 2020),

although once again the devices used have shifted (console and

computer games down; mobile games up).

And—at least prior to the coronavirus pandemic—electronic

reading, homework, and video-chatting still account for only a

very small portion of children’s screen use (3%, 1%, and 1% of

total screen use, respectively). The total amount of screen use in

a typical day averages just eight minutes more today than in 2011

(see Table A on page 13). Nearly half (49%) of children often

(19%) or sometimes (30%) watch television or videos, or play

video games in the hour before bedtime.

Demographic differences. Use of screen media varies substantially

by age (see Table B on page 14). Toddlers and babies younger than

2 average 49 minutes a day of screen media; 2- to 4-year-olds

average two and a half hours a day (2:30); and 5- to 8-year-olds

just over three hours (3:05). In any given day, more than half

(56%) of children under 2 don’t use screen media at all, com-

pared to 16% of 2- to 4-year-olds and 13% of 5- to 8-year-olds.

On average, boys use 35 minutes more screen media than girls

do per day (2:40 vs. 2:05). This includes 17 minutes more per day

with television and videos than girls, and 17 minutes more per day

OVERALL SCREEN USE

24%

14%

12%

27%

23%

◼ >4 hours

◼ 2 to 4 hours

◼ 1 to 2 hours

◼ <1 hour

◼ None

FIGURE 1. Screen Use, by Hours, 2020

Among 0- to 8-year-olds, proportion who use screen media for …

73%

16%

◼ TV/video viewing

◼ Gaming

◼ Reading (electronic)

◼ Homework

◼ Video-chatting

◼ Other/unknown

FIGURE 2. Screen Use, by Activity, 2020

Among 0- to 8-year-olds, proportion of average daily screen

time devoted to …

playing video games (see Table 1). In previous waves of the

survey, differences in overall screen use between boys and girls

were not statistically significant.

There are large differences in total screen time among children

from different socioeconomic groups, including race/ethnicity,

household income, and parent education (see Figure 3). For

example, Black children average 2:17 more screen use per day

than White children, and an hour (1:06) more than Hispanic/

Latinx children. Looked at by family income, children in lower-

income households average about an hour (1:05) more per day

in screen use than children from middle-income families, and

almost two hours (1:56) more than children in higher-income

families.

TABLE 1. Screen Media Use, by Activity and Gender, 2020

Among 0- to 8-year-olds, average time spent with screen

media per day

All Boys Girls

Watching.television/videos 1:45 1:52

1:35

 Television (as aired,

recorded, or on demand)

:24 :32

:13

 DVDs :12 :10 :13

 Online (YouTube, social

videos, other)

:39 :43 :34

 Streaming service :30 :27 :22

Reading.(screen.only) :04 :04. :05.

Playing.video.games :23 :31

:14

 Console games :07 :13

:02

 Computer games :03 :03 :01

 Mobile games :13 :15

:11

Other.digital.activities :12 :13 :11

 Video-chatting :01 :01 :01

 Homework (screen only) :02 :02 :03

 Other :09 :10 :07

Total.screen.media 2:24 2:40

2:05

Note: Items with different superscripts differ significantly (p < .05) between

girls and boys. Items in the gender columns without a superscript, or those with

the same superscript, do not differ significantly.

Gender

Race/ethnicity

2:40

2:05

28%

4:09

3:03

1:52

Parent education

Income

Lower

Middle

Higher

High school

Some college

College degree

Black

Hispanic/Latinx

White

Boys

Girls

3:12

2:34

1:38

3:48

2:43

1:52

FIGURE 3. Screen Media Time, by Demographic Group, 2020

Among 0- to 8-year-olds, average time spent with screen media

per day

Notes: Lower income is less than $30,000 a year; middle income is $30,000 to

$75,000 a year; and higher income is more than $75,000 a year. Within each

demographic category, differences between groups are statistically significant

(p < .05).

TABLE 2. Screen Media Use Within Demographic Group over

Time, 2011 to 2020

Among 0- to 8-year-olds, average screen media use per day

2011 2013 2017 2020

Race/Ethnicity

 Black 3:07

2:26

2:51

4:09

 Hispanic/Latinx 2:35

1:57

2:36

3:03

 White 1:55

1:58

2:11

1:52

Income

 Lower 2:32

2:17

3:29

3:48

 Middle 2:18 2:01

2:25

2:43

 Higher 1:52 1:48

1:50 1:52

Parent.education

 High school or less 2:39

2:14

2:50

3:12

 Some college 2:18 2:11

2:37

2:34

 College degree 1:33 1:31

1:37

1:38

TABLE 3. Mobile Media Use Within Demographic Group over

Time, 2011 to 2020

Among 0- to 8-year-olds, average time spent with mobile

media per day

2011 2013 2017 2020

Race/Ethnicity

 Black :08

:19

1:06

1:44

 Hispanic/Latinx :05

:14

:56

1:19

 White :04

:16

:42

:37

Income

 Lower :03

:13

1:13

1:43

 Middle :04

:18

:50

:59

 Higher :07

:18

:37

:40

Parent.education

 High school or less

:05

:14

1:01

1:19

 Some college

:05

:24

:52

:58

 College degree

:06

:13

:32

:35

TABLES 2 AND 3:

Notes: Lower income is less than $30,000 a year; middle income is $30,000 to

$75,000 a year; and higher income is more than $75,000 a year. Items with

different superscripts differ significantly (p < .05). Items with no superscript, or

those with the same superscript, do not differ significantly. Significance should

be read across rows (over time).

While White children’s screen usage is about the same as it was

in 2011 (1:52 a day in 2020, compared to 1:55 a day in 2011), Black

children’s screen use has increased substantially over time, from

3:07 in 2011 to 4:09 today (see Table 2). Similarly, the difference

in screen use between the lowest and highest income groups was

40 minutes a day in 2011, but has grown to nearly two hours

(1:56) today. Screen use among children in lower-income house-

holds has increased an average of 1:16 a day since 2011 (from 2:32

to 3:48 a day), whereas among those from higher-income house-

holds, it has stayed exactly the same (1:52 in both 2011 and

2020).

It appears that the growing differential in screen use by race and

income may be due to both the expansion in access to mobile

devices, and the fact that mobile media use has been embraced

much more enthusiastically among lower-income families than

higher-income families, and among children of color versus

White children. In 2011 and 2013, mobile device use among 0- to

8-year-olds was very limited across all demographics. But as

smartphone and tablet usage began to accelerate in 2017, it grew

even faster among African American children and children from

lower-income families; that trend became even more pronounced

in 2020. For example, in 2011 White children averaged four

minutes a day of mobile media use, 42 minutes a day in 2017, and

37 minutes in 2020. But in 2011, Black children averaged eight

minutes a day, 1:06 in 2017, and 1:44 in mobile media use in 2020

(see Table 3).

POTENTIAL SPOT FOR PHOTO

WATCHING SOME TYPE OF video content—whether television,

DVDs, streaming videos, or online videos—continues to be the

main reason children use screen devices, accounting for nearly

three-quarters (73%) of all screen time (see Figure 2 on page 17).

Sixty percent of children age 8 and under watch television or

videos “every day” (see Table D on page 16). On average, 0- to

8-year-olds spend 1:45 a day watching video content (Table A).

The amount of time spent watching varies by age, with those

under 2 averaging about 45 minutes a day, and those age 2 and

older averaging about two hours a day (2:02 for 2- to 4-year-olds,

and 2:00 for 5- to 8-year-olds; see Table B on page 14). This

includes slightly more than a half hour a day of mobile video

viewing among those 2 and older (:37 among 2- to 4-year-olds,

and :33 among 5- to 8-year-olds).

The total amount of time children spend watching television or

video content in 2020 is almost identical to what it was in 2011,

but the platforms used continue to change rapidly. Online videos

on sites like YouTube and subscription services, such as Netflix or

Hulu, now constitute two-thirds of children’s television and video

viewing (66%), while traditional television—either live, recorded,

or on demand—accounts for just 23% (DVDs comprise 11%) (see

Figure 4). Of the total time 0- to 8-year-olds spend watching

video content (1:45), just 18 minutes is devoted to watching TV

shows at the time they air, and another six minutes to watching

shows that were recorded earlier or watched on demand. The

largest chunk of time is spent watching online videos, such as

on YouTube or other sites (:39 a day), followed by 30 minutes a

day spent watching content through a streaming service (see

Table 4).

TELEVISION, STREAMING, AND ONLINE VIDEOS

37%

23%

29%

11%

◼ Online videos

(YouTube/other)

◼ Subscription service

(Netflix/Hulu/other)

◼ Television

(live/recorded/on demand)

◼ DVDs

FIGURE 4. Television/Video Viewing, by Type, 2020

Among 0- to 8-year-olds, proportion of total TV/video viewing

that occurred through …

TABLE 4. Television/Video Viewing, by Type, 2011 to 2020

Among 0- to 8-year-olds, average daily time spent watching

2011 2013 2017 2020

Television. 1:09

:51

:37

:24

As aired N/A :39

:27

:18

Recorded/on demand N/A :12

:10

:06

Online/subscription :04

:14

:46

1:09

Subscription service

(e.g., Netflix, Hulu)

N/A N/A :27 :30

Online videos

(YouTube, other)

N/A N/A :19

a†

:39

DVDs

‡

:31

:22

:17

:12

Total.television/video 1:44

1:27

1:40

1:45

†

In this table in the 2017 report, online videos did not include the other category,

so the total time was listed as 17 minutes instead of 19.

‡

Prior to 2020 this item also included time spent watching videotapes.

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (over time).

Television environment in the home. Many children continue to live

in homes where the TV set is left on most of the time, whether or

not anyone is watching it (Figure 5). Nearly 4 in 10 (39%) parents

say the television is either “always” on (10%), or on “most of the

time” (29%). This proportion has remained consistent over the

past decade (39% in 2011, 36% in 2013, and 42% in 2017).

Children in those homes have also consistently watched far more

television than other children their age: In 2020, those in homes

where the TV set is left on all or most of the time whether or not

anyone is watching spend an average of 1:31 a day watching tele-

vision (including subscription service or online videos watched

through a TV set), compared to 52 minutes a day for those who

say it’s left on “some of the time,” and less than a half hour a day

(:28) for those whose parents say the television is either “hardly

ever” or “never” left on if no one is watching it (see Figure 6).

Smart TVs, cable, and subscription services. Television and movie

subscription services such as Netflix and Hulu have become

widely prevalent in children’s homes, nearly double the rate of

cable subscriptions, and “smart” TVs (i.e., TV sets connected to

the internet) are now the norm (84% of homes have one, com-

pared to just 30% in 2013; see Table 5). Today, 87% of 0- to

8-year-olds live in a home with a subscription to a streaming

service, compared to 45% with cable. There has been a substan-

tial drop-off in cable subscriptions over the past three years, from

65% in 2017 down to 45% in early 2020. Subscriptions to

streaming services are commonplace, even among lower-income

homes (79%), and cable subscriptions are low, even among

higher-income homes (see Table 6).

10%

29%

39%

15%

◼ Always

◼ Most of the time

◼ Some of the time

◼ Hardly ever

◼ Never

◼ No TV in the home

FIGURE 5. Background Television, 2020

Among 0- to 8-year-olds, percent who live in homes where the

TV set is left on, whether or not anyone is watching

All/Most of the time Some of the time Hardly ever/Never

:28

:52

1:31

FIGURE 6. Relationship Between Television Viewing and

Background Television, 2020

Among 0- to 8-year-olds, average daily time spent watching

television, by amount of time TV set is left on even if no one

is watching

TABLE 5. TV/Video Equipment in the Home, 2011 to 2020

Among 0- to 8-year-olds, percent who live in homes with …

2011 2013 2017 2020

Television 98%

96%

98%

97%

Internet-connected TV N/A 30%

75%

84%

Subscription service N/A N/A 72%

87%

Cable 68%

70%

65%

45%

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (over time).

TABLE 6. TV/Video Equipment in the Home, by Income, 2020

0- to 8-year-olds who live in homes with …

Lower Middle Higher

Television 98% 96% 98%

Internet-connected TV 70%

83%

89%

Subscription service 79%

83%

91%

Cable 45% 38%

49%

Note: Lower income is less than $30,000 a year; middle income is $30,000 to

$75,000 a year; and higher income is more than $75,000 a year. Items with

different superscripts differ significantly (p < .05). Items with no superscript, or

those with the same superscript, do not differ significantly. Significance should

be read across rows (between income groups).

Online videos. As mentioned above, watching online videos on

sites such as YouTube now constitutes the largest proportion of

children’s viewing, at an average of 39 minutes a day—more than

double the amount of time devoted to online videos three years

ago (:19; see Table A on page 13). About a third (34%) of children

age 8 and younger watch online videos every day, up from 24%

three years ago. There have been increases in daily use of online

videos across all age groups; among children under 2, the propor-

tion who watch “every day” went from 8% to 17% from 2017 to

2020; among 2- to 4-year-olds it went from 27% to 39%; and

among 5- to 8-year-olds from 30% to 39% (see Table 7).

Types of online videos watched. Learning videos are the most often

watched, with 53% of 0- to 8-year-olds watching "often" or

"sometimes" (Table 8). Thirty-four percent often or sometimes

watch “how-to” videos about various activities they are inter-

ested in, such as how to draw, cook, dance, skateboard, make

crafts, or build Legos. A similar percent (31%) often or sometimes

watch “unboxing” or “product demonstration” videos (i.e., video

of someone opening or playing with a new toy). One in 4 (25%)

often or sometimes watch videos about playing video games, and

1 in 5 (23%) often or sometimes watch “challenge” videos, in

which someone poses a challenge to other viewers to perform a

dance or stunt. Watching learning and nursery rhyme videos

peaks during the 2- to 4-year-old age range (with 70% and 66%,

respectively, watching them “often” or “sometimes”). How-to

videos peak among 5- to 8-year-olds, with 51% watching “often”

or “sometimes”; other videos that peak in this age group include

videos about playing video games (46%), unboxing or demon-

strating toys (43%), and challenges or stunts (41%).

Influencers. Overall, 18% of all 0- to 8-year-olds follow or sub-

scribe to certain YouTube personalities, celebrities, or influencers,

ranging from 4% of children under 2, to 16% of 2- to 4-year-olds,

and 27% of all 5- to 8-year-olds (see Table 8).

TABLE 7. Daily Online Video Use, by Age, 2017 vs. 2020

Percent who watch online videos “every day”

All Under.2 2.to.4 5.to.8

2017 2020 2017 2020 2017 2020 2017 2020

24%

34%

17%

27%

39%

30%

39%

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read within age groups.

TABLE 8. Online Videos Watched, by Type and Age, 2020

Among.0-.to.8-year-olds,.percent.who.… All Under.2 2.to.4 5.to.8

Often/Sometimes.watch:

 Learning videos 53% 29%

70%

51%

 Nursery rhymes or songs 45% 32%

66%

35%

 Animal videos 43% 18%

47%

51%

 How-to videos 34% 4%

29%

51%

 Unboxing/product demonstration videos 31% 4%

32%

43%

 Video-gaming/gameplay videos 25% 2%

11%

46%

 Challenge/stunt videos 23% 1%

12%

41%

Follow.YouTube.influencers 18% 4%

16%

27%

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read across rows (between age groups).

Selecting online videos. When parents whose children watch

online videos (81%) are asked how their child usually finds the

videos they watch, 30% say that they or another adult usually

choose them for the child (see Table 9). Eighteen percent say the

child searches them out on their own, 16% say siblings’ choices

influence what the child watches, and 14% say the child’s videos

are most often chosen by the online platform, through autoplay

or suggested videos. Not surprisingly, this varies a lot by the

child’s age, with more than half (57%) of parents of children

under 2 saying they usually select videos for the child, compared

to just 19% of parents of children age 5 to 8.

Exposure to online advertising. Most parents whose children

watch online videos say their children don’t see many inappropri-

ate advertisements while watching (such as ads that are too

sexual or violent or are for adult products or behaviors, such as

alcohol or vaping). More than 8 in 10 (81%) say this “hardly ever”

or “never” happens; 18% say it happens “often” or “sometimes,”

ranging from 10% for those with children under 2, to 24% of

those with 5- to 8-year-olds (see Table 10).

Parental coviewing of online videos. Many times, of course,

parents may not know exactly what their child is seeing, either

the videos themselves or any advertising associated with

them. About 1 in 4 parents (27%) say they watch online videos

with their children most of the time, but that ranges from 61%

for babies and toddlers under 2, to 18% of 5- to 8-year-olds

(see Table 9).

TABLE 10. Inappropriate Advertising Exposure, by Age, 2020

Among 0- to 8-year-olds who watch online videos, percent who

are exposed to inappropriate ads

All Under.2 2.to.4 5.to.8

Often/Sometimes 18% 10%

12%

24%

Hardly ever/Never 81% 90%

88%

75%

TABLE 9. Choosing and Coviewing Online Videos, 2020

Among.0-.to.8-year-olds.who.watch.online.videos,.percent.who.… All Under.2 2.to.4 5.to.8

Choose.online.videos.mainly.by.….

 Parent/other adult 30% 57%

38%

19%

 Searching for them 18% 2%

10%

26%

 Siblings who watch them 16% 18% 14% 16%

 Autoplay/suggested by platform 14% 7%

19%

13%

 Following channels or individuals 10% 2%

15%

 Friend’s recommendation 1%

* *

Coview.with.a.parent

 Most of the time 27% 61%

28%

18%

 Some of the time 47% 24%

48%

52%

 Hardly ever/Never 26% 13%

24%

31%

*Greater than zero but less than one-half percent.

TABLES 9 AND 10:

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read across rows (between age groups).

MOBILE MEDIA DEVICES CONTINUE to be nearly universally

accessible in young children’s homes, with 97% having at least

one smartphone and 75% having a tablet (see Table C on page

15). In fact, nearly half (48%) of all children have their own mobile

device. Interestingly, there has been almost no change in personal

device ownership among children from 2017 to 2020 (45% in

2017, and 48% in 2020). About half (46%) of all 2- to 4-year-olds

have their own mobile device, as do more than two-thirds (67%)

of 5- to 8-year-olds (see Table 11).

The proportion of children who have used mobile media ranges

from 40% of babies and toddlers (under 2) up to nearly all (96%)

5- to 8-year-olds (see Table 12). Watching online videos is the

most common activity on mobile devices (72% of all 0- to

8-year-olds do that), followed by playing video games (65%) and

watching TV shows or movies (64%). Comparatively fewer chil-

dren use mobile devices for reading books (33%); however,

nearly half (47%) of older children (5 to 8 years old) have done so.

On average, 0- to 8-year-olds spend just under an hour a day

(:55) using mobile devices, only a small increase of seven minutes

a day over the past three years (not statistically significant; see

Table 13). The most mobile time is spent watching TV shows and

videos (:28 a day), followed by mobile gaming (:13). Mobile media

MOBILE MEDIA

TABLE 13. Time Spent with Mobile Media, 2011 to 2020

Among 0- to 8-year-olds, average daily time spent using a mobile device to …

2011 2013 2017 2020

Watch television/videos :01

:05

:21

:28

Play mobile games :03

:08

:16

:13

Video-chat N/A N/A :01 :01

Read N/A N/A :03 :04

Do homework on a tablet N/A N/A N/A :01

Anything else :01

:02

:07

:08

Total.mobile.media :05

:15

:48

:55

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read across rows (over time).

TABLE 11. Child’s Own Media Devices, by Age, 2020

0- to 8-year-olds with their own …

All <2 2.to.4 5.to.8

Tablet 44% 8%

43%

61%

Smartphone 8% 4%

12%

iPod Touch or similar 4% 4%

12%

Any.mobile.device 48% 9%

46%

67%

TABLE 12. Use of Mobile Media, by Activity, 2020

0- to 8-year-olds who have used mobile media to …

All <2 2.to.4 5.to.8

Watch online videos 72% 30%

78%

87%

Play games 65% 12%

65%

90%

Watch television/movies 64% 26%

73%

76%

Use apps 55% 10%

52%

78%

Read books 33% 7%

31%

47%

Any.mobile.use 83% 40%

93%

96%

TABLES 11 AND 12:

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (between age groups).

use ranges from an average of seven minutes a day for children

under age 2, up to an hour and a quarter a day (1:15) on average

among 5- to 8-year-olds (see Table 14). Among 0- to 8-year-

olds, more than 1 in 5 “often” or “sometimes” use a mobile device

when dining out at a restaurant (21%) or when eating at home

(22%) (see Table 15).

As mentioned previously, there are substantial differences in

children’s use of mobile media by both race and income (see

Table 16). Black children average about an hour (1:07) more per

day on mobile devices than White children do, and Hispanic/

Latinx children average 42 minutes more per day than White

children do (1:44 for Black, 1:19 for Hispanic/Latinx, and :37 for

White children). Differences among children by family income

are similar (1:43 for lower-income, :59 for middle-income, and

:40 for higher-income households).

TABLE 14. Time Spent with Mobile Media, by Age, 2020

Average daily time spent using a mobile device to …

<2 2.to.4 5.to.8

Watch television/videos :03

:37

:33

Play mobile games :01

:10

:21

Video-chat

:01 :01

Read :02 :05 :05

Do homework on a tablet

:03

Anything else :01

:06

:12

Total.mobile.media :07

:59

1:15

*Greater than zero but less than one-half percent.

TABLE 15. Use of Mobile Devices During Meals, 2020

0- to 8-year-olds who often or sometimes use a mobile device

during meals

All <2 2.to.4 5.to.8

At home 22% 6%

24%

27%

At a restaurant 21% 7%

27%

23%

TABLES 14 AND 15:

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (between age groups).

TABLE 16. Time Spent with Mobile Media, by Race/Ethnicity and Income, 2020

Among.0-.to.8-year-olds,..

average.daily.time.spent.using.a.

mobile.device.to.…

Race/Ethnicity Income

Black

Hispanic/

Latinx White Lower

Middle Higher

Watch television/videos :47

:41

:19

:50

:28

:22

Play mobile games :20

:19

:10

:19

:16

:10

Video-chat :02 :01

:02

:01

:05

:03

:10

:04

:03

Do homework on a tablet :03 :01 :01 :03

:01 :01

Anything else :17 :12

:04

:19

:09

:04

Total.mobile.media 1:44

1:19

:37

1:43

:59

:40

*Less than one minute but greater than zero.

Notes: Lower income is less than $30,000 a year; middle income is $30,000 to $75,000 a year; and higher income is more than $75,000 a year. Items with different

superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance should be read across

rows within race/ethnicity, and separately within income.

CHILDREN IN LOWER-INCOME HOMES continue to have far

less access than other children to computers and internet at

home, with virtually no progress made in stemming this digital

divide over the past three years. The closing of most schools in

the United States in March 2020 due to the coronavirus pan-

demic put the importance of this divide in sharp relief. Access to

internet in the home has been stuck at the same level—with a

quarter of lower-income families lacking it—since 2017 (see

Figure 7). And more than a third (37%) of children in lower-

income households lack access to a home computer (see Figure

8). Sixty-three percent of children in lower-income homes have a

computer at home, compared to 95% of children in higher-

income homes. At a time when remote learning has become

essential, this failure to stem the divide could be devastating.

There also continues to be a substantial divide in access to tablets

in the home: In lower-income households, 59% of children have

a tablet, compared to 83% of children in higher-income homes

(see Table 17 on page 28). On the other hand, access to smart-

phones has continued to increase, to the point where 95% of

children in lower-income families have one today (up from 89%

in 2017; see Table 18 on page 28).

DIGITAL DIVIDE

92%

42%

86%

46%

96%

74%

94%

74%

2020201720132011

Higher income

Lower income

FIGURE 7. Home Internet Access, by Income, 2011 to 2020

0- to 8-year-olds with access to internet at home

91%

48%

90%

53%

97%

72%

95%

63%

2020201720132011

Higher income

Lower income

FIGURE 8. Home Computer Access, by Income, 2011 to 2020

0- to 8-year-olds with a laptop or desktop computer at home

Note: Lower income is less than $30,000 a year; higher income is more than $75,000 a year.

FIGURES 7 AND 8:

Note: Lower income is less than $30,000 a year; higher income is more than

$75,000 a year.

TABLE 17. Computer and Internet Access in the Home, by Income, 2020

Among.0-.to.8-year-olds,.percent.who.have.

each.item.in.their.home

All

Income

Lower

Middle Higher

 Computer

88%

63%

85%

95%

 Internet access

89%

74%

85%

94%

 Smartphone

97%

95%

96%

99%

 Tablet

75%

59%

67%

83%

Notes: For purposes of this survey, internet access is defined as anything other than dial-up or a data-only plan. Lower income is less than $30,000 a year; middle income is

$30,000 to $75,000 a year; and higher income is more than $75,000 a year. Items with different superscripts differ significantly (p < .05). Items with no superscript, or

those with the same superscript, do not differ significantly. Significance should be read across rows (by income).

TABLE 18. Digital Access Among Lower-Income Families, 2011 to 2020

Among 0- to 8-year-olds in lower-income families, percent whose family has each of the following at home

2011 2013 2017 2020

 Computer 48%

53%

72%

63%

 Internet access 42%

46%

74%

 Any mobile device in home 34%

61%

96%

97%

 Smartphone 27%

51%

89%

95%

 Tablet 2%

20%

61%

59%

Notes: Lower-income families are defined as families with an annual household income of less than $30,000. Items with different superscripts differ significantly (p < .05).

Items with no superscript, or those with the same superscript, do not differ significantly. Significance should be read across rows (over time).

interesting because Black children and children in lower-income

families are the only ones doing a substantial amount of daily

reading on electronic devices (15 minutes a day among Black

children, and 10 minutes a day among children in lower-income

families; this compares to three minutes a day among White

children, and three minutes a day among children in higher-

income households).

A MAJORITY OF CHILDREN read or are read to every day

(59%), a figure that has remained steady since this tracking

survey began in 2011 (see Table D on page 16). Likewise, the

amount of time children spend reading has also remained fairly

steady over that time period, at about a half hour a day (see Table

19). And children’s reading has continued to take place almost

entirely with print materials, rather than e-books. However, this

year there have been some interesting changes among various

demographic subgroups, as discussed below.

Time spent reading. From 2011 through 2017, the average amount

of time 0- to 8-year-olds spent reading or being read to remained

remarkably steady, ranging from 28 minutes to the current level

of 32 minutes a day (of which e-reading now accounts for an

average of four minutes a day) (see Table 19). While the overall

increase from 2017 to 2020 is modest, there are some notewor-

thy changes among specific subpopulations, including children

from Black and lower-income families. Reading is up by an

average of 20 minutes a day among Black children (from :28 to

:48), and by 17 minutes a day among children in lower-income

families (from :26 to :43) (see Table 20). The increases are

READING

TABLE 19. Time Spent Reading or Being Read to, 2011 to 2020

Among 0- to 8-year-olds, average time spent reading per day

2011 2013 2017 2020

Total.reading..

(or.being.read.to)

:29

:28 :29 :32

 Print :29 :28 :26 :28

 E-reading N/A N/A :03 :04

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (over time).

TABLE 20. Time Spent Reading Per Day, by Demographic Group, 2017 vs. 2020

Average.time.spent.reading.per.day.among..

0-.to.8-year-olds

2017 2020

Print E-reading Total Print

E-reading Total

Race/Ethnicity  Black

:20 :08 :28 :33* :15 :48*

 White

:28 :02 :30 :29 :03 :32

 Hispanic/Latinx

:21 :04 :25 :25 :05 :30

Income  Lower

(<$30,000) :21 :05 :26 :33* :10 :43*

 Middle

($30,000 to $75,000) :22 :03 :25 :25 :04 :29

 Higher

(>$75,000) :30 :03 :33 :29 :03 :32

Parent.education

 High school or less :19 :03 :22 :24 :05 :29

 Some college :29 :05 :34 :27 :05 :32

 College degree :30 :03 :33 :32 :04 :36

*Indicates that 2020 mean is significantly different from 2017 mean.

Daily reading. As mentioned above, 59% of all 0- to 8-year-olds

read or are read to on a daily basis, a figure that hasn’t changed

significantly since this tracking survey began in 2011. However,

daily reading among children from lower-income households has

increased from 40% in 2017 to 50% in 2020. Despite this

increase, there are still significant differences in rates of daily

reading based on family income, race/ethnicity, and parent edu-

cation. For example, while 50% of children in lower-income

households read or are read to on a daily basis, 65% of their peers

from higher-income homes read that often (see Table 21).

Demographic differences. There are no significant differences in

time spent reading by age. However, girls read or are read to an

average of six minutes more than boys (see Table 22). There are

more substantial differences by race/ethnicity and income, with

Black children and children from lower-income families reading

or being read to more than others their age. Black children

average 48 minutes a day reading, compared to 30 minutes a day

among Hispanic/Latinx children, and 32 minutes a day among

White children. Children in lower-income families average 43

minutes a day reading, compared to 32 minutes a day among

children in higher-income families. This is a sharp contrast to

findings in previous years: In 2017, for example, there were no

differences in time spent reading by race or ethnicity, and the

difference by income was in the opposite direction, with children

in higher-income households reading more than others.

TABLE 21. Daily Reading, by Demographic, 2017 vs. 2020

0- to 8-year-olds who read/are read to every day

2017 2020

All 57% 59%

Age  Under 2 43% 46%

 2 to 4 56% 63%

 5 to 8 64% 63%

Gender  Boys 53% 57%

 Girls 61% 62%

Race/Ethnicity  Black 41%* 53%

 Hispanic/Latinx 42% 49%

 White 65% 64%

Income  Lower 40%* 50%

 Middle 54% 53%

 Higher 65% 65%

Parent.education

 High school or less

44% 50%

 Some college 60% 59%

 College degree 67% 67%

*Indicates that 2017 and 2020 means differ significantly.

Note: Superscripts a, b, and c indicate differences between demographic

groups in 2020 and should be read vertically, within each category. Items with

different superscripts differ significantly (p < .05); those with no superscripts,

or those with the same superscript, do not differ significantly.

TABLE 22. Time Spent Reading Daily, by Demographic, 2020

Average time spent reading per day among 0- to 8-year-olds

Age  Under 2 :28

 2 to 4 :33

 5 to 8 :34

Gender  Boys :30

 Girls :36

Race/Ethnicity  Black :48

 Hispanic/Latinx :30

 White :32

Income  Lower :43

 Middle :29

 Higher :32

Parent.education

 High school or less

:29

 Some college :32

 College degree :36

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read vertically, within each demographic category.

TABLES 21 AND 22:

Notes: Lower income is less than $30,000 a year; middle income is $30,000 to $75,000 a year; and higher income is more than $75,000 a year.

THE AMOUNT OF TIME children age 8 and younger spend

playing video games has remained quite steady, on average, since

these surveys began nine years ago—less than a half hour a day

(see Table 23). The platforms on which children play have shifted,

with less time spent on consoles or computers and more time on

mobile devices, but the average time devoted to gaming and the

demographics of which kids game the most have not. Unlike

watching videos, gaming is inherently interactive, and requires a

degree of agency from the child; this means that there is almost

no gaming in the under 2 age group, and the vast majority of

game time is concentrated in the 5- to 8-year-old age group (see

Table 24), boys in particular (see Table 25 on page 32). One thing

that has changed is that gaming is becoming “social,” meaning

that children are increasingly playing with other kids online.

Gaming. On average, children younger than 8 spend 23 minutes

a day playing video games, an amount that has remained rela-

tively steady over the past nine years. Over time, computer

gaming and console gaming have dropped, and mobile gaming

(on a smartphone or tablet) has increased. For example, in 2011,

average gaming time was 25 minutes a day, and today it’s 23

minutes a day. But in 2011, children spent 14 minutes with console

games and three with mobile games; today they spend seven

minutes with console games and 13 with mobile games. The

platforms and devices have changed, but the activity or the

overall time devoted to it have not (see Table 23).

Some of this shift to mobile gaming is likely due to the increasing

availability of mobile devices over time (from 52% to 98% of

children’s homes; see Table C on page 15). But given that the

proportion of homes with a video game console has remained

steady over the past decade (at 67%, as shown in Table C)—

while time spent playing on those devices has gone down—some

part of the shift is also likely due to a decreased interest in that

form of gaming among this age group (at least, a decreased inter-

est in the games that are available to them).

Gaming varies a lot by age, given children’s developing manual

and cognitive skills. The youngest ones (under 2) average one

minute a day, while 2- to 4-year-olds average 15 minutes a day, and

5- to 8-year-olds spend 40 minutes a day gaming (see Table 24).

GAMING AND SOCIAL MEDIA

TABLE 23. Time Spent Gaming Per Day, 2011 to 2020

Among 0- to 8-year-olds, average time spent playing each type

of video game per day

2011 2013 2017 2020

Console games :14

:10

:06

:07

Computer games :08

:05

:03

Mobile games :03

:08

:16

:13

Total.gaming :25 :23 :25 :23

Note: Items with different superscripts differ significantly (p < .05). Those with

no superscript, or that share a common superscript, do not differ. Significance

should be read across rows (over time).

TABLE 24. Time Spent Gaming Per Day, by Age, 2020

Among 0- to 8-year-olds, average time spent playing each type

of video game per day

Under.2 2.to.4 5.to.8

Console games :00

:04

:14

Computer games

:01

:05

Mobile games :01

:10

:21

Total.gaming :01

:15

:40

*Less than one minute but greater than zero.

Note: Items with different superscripts differ significantly (p < .05). Those with

no superscript, or that share a common superscript, do not differ. Significance

should be read across rows (by age).

The gender gap in gaming starts incredibly young, with boys

averaging more than twice the time gaming as girls (:31 vs. :14

minutes a day, on average; see Table 25). We can’t tell from this

survey why that is, although some possible explanations are that

girls somehow innately don’t enjoy gaming as much as boys,

parents encourage it differently by gender (e.g., fathers may play

more than mothers, and may play with their sons more than with

their daughters), or that content creators simply don’t create as

much content that appeals to girls.

In addition to the variations by age and gender, there are large

differences in gaming by race/ethnicity, income, and parent edu-

cation (see Table 25). Children who are White, from higher-income

homes, or have parents with a college degree spend far less time

playing video games than other children their age. For example,

White children average about half as much time gaming as Black

children do (:18 vs. :37 a day, with Hispanic/Latinx children in

between at :30).

Social gaming and social media. While very few children in the

8-and-under age group use what we typically think of as “social

media” (e.g., Instagram, Snapchat), they are starting to interact

with others online, through connected (or “social”) gaming. As

gaming moves increasingly online, more of children’s gaming is

connected, even among this young age group. Overall, nearly a

third (32%) of 5- to 8-year-olds “often” or “sometimes” engage

in social gaming (playing with other kids online; see Figure 9).

This compares to 21% who did so three years ago. Nongaming

social media use remains infrequent among children 8 or

younger. Only 6% of 5- to 8-year-olds use sites such as Snapchat

or TikTok “often” or “sometimes.” This has remained virtually

unchanged since 2017, when the rate was 5% for this age group.

TABLE 25. Time Spent Gaming Per Day, by Demographic Group, 2020

Among 0- to 8-year-olds, average time spent playing each type of video game per day

Console.gaming Computer.gaming Mobile.gaming Total.gaming

Gender  Boys

:13

:03 :15

:31

 Girls

:02

:01 :11

:14

Race/Ethnicity  Black

:12

:05 :20

:37

 Hispanic/Latinx

:10 :01 :19

:30

 White

:06

:02 :10

:18

Income  Lower

:09 :01 :19

:29

 Middle

:10

:01 :16

:27

 Higher

:06

:03 :10

:19

Parent.education

 High school or less :11

:03 :20

:34

 Some college

:08 :03 :13

:24

 College degree

:04

:02 :08

:14

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance

should be read vertically, within each demographic category.

5 to 82 to 4Under 2

32%

FIGURE 9. Frequency of Social Gaming, by Age, 2020

Among 0- to 8-year-olds, percent who "often" or "sometimes"

play social games with other kids online

Table 26). While the average daily screen time among this age

group is 49 minutes, there is substantial variation. In any given

day, 56% of children under 2 do not use any screen media, while

BABIES AND TODDLERS YOUNGER than 2 spend an average of

49 minutes a day using screen media, and this is almost entirely

devoted to watching TV shows, DVDs, and online videos (see

CHILDREN UNDER 2

TABLE 26. Time Spent Using Media Among Children Under 2, 2011 to 2020

Among.all.children.under.2,.average.time.spent.per.day.… 2011 2013 2017 2020

Watching.television/videos :53 :56 .:40 :45

 Television :37

:37

:21

:18

 As aired N/A :28 :19 :16

 Recorded/on demand N/A :09 :02 :02

 Online/subscription

:08

:13

:17

 Streaming/subscription service N/A N/A :09 :13

 Online videos (YouTube/social/other) N/A N/A :04 :04

 DVDs :16

:11 :06

:10

Reading/being.read.to.

:23 :19

:21 :28

 Print :23 :19 :20 :26

 Electronic N/A N/A :01 :02

Playing.video.games

:01

 Console games

* * *

:00

 Computer

games

* * * *

 Mobile games

:01

Listening.to.audio

:39

:34 :23

:35

 Music :39

:34 :23

:34

 Podcasts/stories/audiobooks N /A N/A N/A :01

Other.digital.activities

:01

 Video-chatting

N/A N/A

* *

 Homework/Educational software

:01

* *

 Virtual reality

N/A N/A

:00

 Other

†

* *

:01

Total.mobile.media

‡

:02

:07

Total.screen.media :53 :58 :42 :49

Total.media 1:55

1:51

1:25

1:50

Less than one minute but greater than zero.

†

Such as taking or looking at photos or videos, looking things up, social networking, or using other types of activities or apps

not already covered.

‡

Includes time spent doing any of the above activities on a smartphone, tablet, iPod Touch, or e-reader.

Note: Items with different superscripts differ significantly (p < .05). Those with no superscript, or that share a common superscript, do not differ significantly. Significance

should be read across rows (over time).

44% do. One-third (33%) watch for less than two hours, and 11%

watch for more than two hours (see Figure 10). Among those who

do use screens in a given day, the average time spent doing so is

just under two hours (1:54; see Table 27).

While many organizations recommend against screen use before

age 2, 70% of children that age have watched television or videos,

including 45% who have watched online videos (see Table 28).

Four in 10 (40%) have used mobile media devices, primarily for

watching online videos (30%) or TV shows or movies (26%) (see

Table 29). The proportion of children under 2 who are daily

viewers of TV or video content has remained remarkably stable

over the past decade (currently 34%). The main changes have

been in how the children access their video content, with a drop

from 16% who were daily watchers of DVDs and videotapes

down to 7% in 2017 (this question wasn’t asked in 2020), and

20%

13%

56%

◼ >4 hours

◼ 2 to 4 hours

◼ 1 to 2 hours

◼ <1 hour

◼ None

FIGURE 10. Screen Use Among Children Under 2, 2020

Percent who use screen media for …

TABLE 27. Time Spent Using Screen Media Among Children

Under 2 Who Used Screen Media the Previous Day, 2020

Average time spent …

Watching.television/videos 1:40

 Television :33

 As aired

:08

 Recorded/on demand

:25

 Online/subscription

:45

 Streaming/subscription service

:34

 Online videos (YouTube/social/other)

:11

 DVDs

:22

Reading/being.read.to.

:05

 Electronic

:05

Playing.video.games

:03

 Console games

:00

 Computer

games

 Mobile games

:03

Other.digital.activities :06

 Video-chatting :01

 Homework/Educational software

 Virtual reality :00

 Other :05

Total.screen.media 1:54

Less than one minute but greater than zero.

TABLE 28. Frequency of Media Activities Among Children

Under 2, 2020

Percent.who.… Daily Weekly

Less.

than.

weekly

†

Total.

ever.do.

Read/are read to 46% 27% 4% 77%

Watch television 29% 26% 11% 66%

Watch online videos 17% 16% 12% 45%

†

Does not include those who never do the activity.

TABLE 29. Use of Mobile Media by Children Under 2,

by Activity, 2020

Percent who have used mobile media to …

Watch online videos 30%

Watch television/movies

26%

Play games

12%

Use apps

10%

Read books 7%

Any.mobile.use 40%

an increase in daily viewers of online videos from 8% in 2017

(the first time the item was asked) up to 17% in early 2020 (see

Table 30).

Nonscreen media use is also common among this age group. Just

less than half (46%) read or are read to every day, a rate that has

remained relatively steady over the past decade (see Table 30).

Children under 2 average about half an hour a day reading or

being read to (:28) and listening to music (:34) (see Table 26 on

page 33).

Why children under 2 use screen media. The most common reason

parents give for their children under age 2 using screen media is

that the child learns things from the media they watch (70% say

this is a “very” or “somewhat” important reason). Half of parents

say other important reasons are that it is fun for the child (54%)

and that the parent needs the time to get things done at home

(52%; see Table 31). The vast majority of parents whose children

this age use screen media (75%) say their child uses “the right”

amount of screen media, with 16% saying their child spends “too

much time“ with screens and 8% “too little time“ (see Table 37

on page 40). Less than 1 in 5 (18%) say it is difficult to get their

child under 2 to stop using screens when they tell them to, while

80% say it is not difficult (see Table 38 on page 40).

Educational media. Parents whose babies or toddlers use screen

media have highly favorable opinions about the impact of media

on their child’s learning, with 70% saying media use mostly helps

learning and just 8% saying it mostly hurts (see Table 32). The

vast majority (76%) agree either “strongly” or “somewhat” that

they are satisfied with the amount and quality of educational

screen media available to them (see Table 36 on page 40). Some

parents confess to being a bit overwhelmed by all the media

choices they have—37% strongly or somewhat agree that they

are overwhelmed by the variety of media options available for

their child—but most (60%) don’t feel that way.

TABLE 30. Daily Media Use by Children Under 2, 2011 to 2020

Percent.who.….daily 2011 2013 2017 2020

Read/are.read.to 44% 48% 43% 46%

Watch.television/videos. 40% 32% 35% 34%

 Watch television 37% 31% 34% 29%

 Watch online videos N /A N/A 8%

17%

 Watch DVDs/

videotapes

16%

11% 7%

N/A

Note: Items with different superscripts differ significantly (p < .05). Those with

no superscript, or that share a common superscript, do not differ significantly.

Significance should be read across rows (over time).

TABLE 31. Reasons for Screen Use by Children Under 2, 2020

Among parents of screen users, percent who say … is a "very/

somewhat important" reason their child uses screens

They learn things from it 70%

For fun

54%

[The parent needs] time at home to get things done

52%

To relax

39%

To keep them occupied when out

35%

Their friends/siblings are doing it

32%

To feel better when they're upset

27%

They're bored 21%

TABLE 32. Parents’ Views of Media Effects, 2020

Among parents of children under 2 who use screen media,

percent who say media helps/hurts the child’s …

Helps..

(a lot/a little)

Hurts..

(a lot/a little)

Learning 70% 8%

Creativity

40% 12%

Social skills

33% 15%

Ability to focus

37% 17%

Emotional maturity

23% 11%

Behavior

26% 17%

Physical activity 19% 27%

Note: Rows do not add up to 100% because those who responded "makes no

difference" are omitted from table.

POTENTIAL SPOT FOR PHOTO

SOME OF THE NEWER technologies explored in this survey

include smart speakers and virtual assistants (e.g., Amazon’s

Alexa or Apple’s Siri), which allow children to interact verbally

with online devices and virtual characters; virtual reality (VR)

headsets, which create an all-immersive, three-dimensional

gaming or movie experience; and child-oriented wearable devices,

such as smartwatches, which allow parents to track their kids

and enable the child to call pre-programmed phone numbers.

Smart speakers became widely available about five years ago. In

2017, 9% of children’s homes had one of these voice-activated

devices that can search the internet, play music, answer ques-

tions, and perform myriad other functions. Today 41% have one

(see Figure 11). In 2017, 14% of children often or sometimes

interacted with the virtual characters in smart speakers or mobile

devices; today, 25% do, including 23% of 2- to 4-year-olds, and

36% of 5- to 8-year-olds (see Table 33). The most common

reason children use smart speakers is to play music, which 19%

of kids do (up from 6% in 2017). Only a very small percentage of

children have used these devices to listen to stories (4%) or to

help them go to sleep (3%).

The all-immersive VR headsets that have been sold on the market

since 2016 have yet to make any major inroads in children’s media

lives. In 2017, 11% of children lived in a home with a VR headset,

and three years later that percentage has not moved, at 11% (see

Table C on page 15). On average, children spend less than a

minute a day using VR (Table A on page 13). Smartwatches

designed specifically for kids are beginning to come on the

market in the United States, but to date only 5% of 0- to 8-year-

olds have one (see Table C on page 15).

EMERGING TECHNOLOGIES: VIRTUAL REALITY,

SMART SPEAKERS, AND SMARTWATCHES

20202017

41%

FIGURE 11. Smart Speakers in the Home, 2017 vs. 2020

Among 0- to 8-year-olds, percent with a smart speaker in

the home

TABLE 33. Use of Smart Speakers and Virtual Assistants,

by Age, 2020

Among 0- to 8-year-olds, percent who …

All <2 2.to.4 5.to.8

Often or sometimes interact

with a smart speaker or

virtual assistant

25% 4%

23%

36%

Have.used.a.smart.speaker.or.virtual.assistant.to

 Play music

19% 2%

19%

27%

 Talk/fool around with

16% 2%

12%

25%

 Get information

14% 1%

25%

 Get jokes

17%

 Search for videos

12%

 Listen to stories

4% 1%

 Go to sleep

3% 1% 3% 3%

 Something else 2% 0%

*Greater than zero but less than one-half percent.

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (by age).

POTENTIAL SPOT FOR PHOTO

PARENTS OF 0- TO 8-year-olds have overwhelmingly positive

views of the screen media their children use: The majority don’t

report being concerned about the amount of time their kids

spend with screens, the impact screen media has on their child,

the quality of the content available to them, or the challenges of

getting their children to disengage with screens when it’s time for

other activities.

Parents’ views of media effects. Among parents whose children

use screen media, nearly three-quarters (72%) say the media

their child uses help the child’s learning, while only 8% say media

use hurts learning (see Table 34). “Learning” is also a strong

motivator for children’s screen use: The most common reason

parents give for their child’s screen use is because “they learn

things from it,” with 78% citing this as a “very” (34%) or “some-

what” (44%) important reason (see Table 35). The vast majority

of parents say they are satisfied with the amount and quality of

the educational media available to their children: Seventy-five

percent either “strongly” (20%) or “somewhat” (55%) agree that

they are satisfied (see Table 36 on page 40). Parents’ satisfaction

with educational media goes down a bit as kids get older: Among

parents of 2- to 4-year-olds, 83% are satisfied and 16% dissatis-

fied; among 5- to 8-year-olds, 68% are satisfied and 31%

dissatisfied. Only 12% of parents strongly agree that they feel

“overwhelmed” by the variety of content available to their kids

these days (another 37% agree “somewhat”).

A majority of parents (60%) also say media helps their child’s

creativity, compared to just 11% who say it hurts creativity (see

Table 34). When it comes to children’s social and emotional

development, parents are less universally positive about media

impact, but still more likely to think media has a positive than a

negative effect. A plurality say the media their child uses makes

no difference one way or the other to their child’s social skills,

emotional maturity, behavior, or ability to focus. More parents say

media has a positive than a negative effect on social skills and

PARENTS' VIEWS ABOUT CHILDREN'S MEDIA

TABLE 34. Parents’ Views of Media Effects, 2020

Among parents of 0- to 8-year-olds who use screen media,

percent who say their child's media use helps/hurts the child’s …

Helps..

(a lot/a little)

Makes.no.

difference

Hurts..

(a lot/a little).

Learning 72%

19%

Creativity 60%

28%

11%

Social skills 34%

46%

19%

Ability to focus 32%

39%

28%

Emotional maturity 31%

52%

16%

Behavior 25%

46%

27%

Physical activity 16%

40%

43%

Note: Rows may not add up to 100% due to rounding.

TABLE 35. Reasons for Children’s Screen Use, 2020

Among parents of 0- to 8-year-old screen users, percent who

say … is a reason their child uses screen media

Very.

important

Somewhat.

important

They learn things from it 34%

44%

For fun

20% 57%

[The parent needs] time at home to

get things done

11% 41%

To relax

9% 44%

To keep them occupied when out

7% 29%

They're bored

7% 31%

Their friends/siblings are doing it

5% 24%

To feel better when they're upset

24%

emotional maturity, but they are more evenly split about media

effects on the child’s behavior or ability to focus. For example,

34% say media use has a positive effect on their child’s social

skills, compared to 19% who say negative (46% say it makes no

difference). With regard to the child’s behavior, 25% of parents

say media have a positive effect, 27% say negative, and 46% say

no effect. The only aspect of children’s media use that parents are

clearly more negative than positive about is media impact on

children’s physical activity: Forty-three percent say it has a nega-

tive effect, compared to 16% who say positive.

Parents’ views of the amount of time children spend with media. Six

in 10 (60%) parents whose children use screen media say their

child spends “the right amount of time” with screens, compared

to 34% who say they spend “too much time” and 5% who say

“too little time” (see Table 37). But parents’ views do shift sub-

stantially as the child gets older, so that parents of 5- to

8-year-olds are more evenly split, with 50% saying their child has

the right amount of screen time, and 44% saying it’s too much

(6% say too little). Most parents don’t avail themselves of the

types of products available for limiting a child’s screen time: One

in 5 (20%) parents say they use some type of device or app to

limit their child’s screen time, including 26% of those with 5- to

8-year-olds. Indeed, some parents use media as a way to keep

their child occupied when the parent needs to get something

done, either when out running errands (before the coronavirus

pandemic, 36% said this was a “very” or “somewhat” important

reason their child used screen media) or so the parent can get

things done at home (52%) (see Table 35 on page 39). And most

say they don’t find it difficult to get their child to stop using media

when they ask (60%, although 40% do find it at least somewhat

difficult; see Table 38).

TABLE 36. Parent Satisfaction with the Amount and Quality

of Educational Media, 2020

Among parents of 0- to 8-year-olds who use screen media,

percent who agree/disagree that they are satisfied

All <2 2.to.4 5.to.8

Agree 75% 76% 83%

68%

 Strongly 20% 23% 23%

16%

 Somewhat 55% 53% 60%

52%

Disagree 24% 22% 16% 31%

 Somewhat 20% 17%

13%

26%

 Strongly 4% 5% 3% 5%

TABLE 37. Parents’ Views About Their Child’s Screen Media

Time, 2020

Among parents of 0- to 8-year-olds who use screen media,

percent who …

All <2 2.to.4 5.to.8

Say.their.child.spends.too.much/little.time.with.screens

 Too much time 34% 16%

29%

44%

 Too little time 5% 8% 4% 6%

 Right amount of time 60% 75%

66%

50%

Use.a.device.or.app.to.limit.

their.child’s.screen.time

20% 10%

15%

26%

TABLE 38. Difficulty Getting Child to Stop Using Media, 2020

Among parents of 0- to 8-year-olds who use screen media,

percent who agree/disagree that it is difficult to get the child to

stop using media when asked

All <2 2.to.4 5.to.8

Agree 40% 18%

39%

48%

 Strongly 9% 2%

11%

 Somewhat 31% 16%

30%

37%

Disagree 60% 80%

60%

52%

 Somewhat 25% 16%

30%

24%

 Strongly 35% 64%

30%

28%

TABLES 36 to 38:

Note: Items with different superscripts differ significantly (p < .05). Items with

no superscript, or those with the same superscript, do not differ significantly.

Significance should be read across rows (by age).

Concerns about media. While most parents don’t think their child

spends too much time with media at this point in time, many do

worry about their child’s current and future media habits (see

Table 39). When parents are asked how concerned they are

about various aspects of their child’s use of media in the future,

34% say they are “very” concerned about the child spending too

much time with media. The amount of sexual and violent content

in media, and the possibility of their child facing cyberbullying, are

other topics that concern parents (42%, 36%, and 40%, respec-

tively, are “very” concerned). Racial/ethnic or gender stereotypes

in media are of concern to a smaller number of parents (23% and

21%, respectively, are “very” concerned).

Parental coviewing and coengagement with media. A majority of

parents say they watch television, watch online videos, and play

mobile games with their child at least “some of the time” (84%

for television, 74% for online videos, and 63% for mobile games),

although far fewer say they do so “most” of the time (see Table

40). Parental coengagement goes down dramatically as the

child’s age goes up: The proportion of parents who say they use

media “most of the time” with their 5- to 8-year-old children

ranges from 11% to 19%, depending on the media activity (this

compares to 37% to 62% for parents of children under 2; see

Table 41).

Racial/ethnic differences in parental attitudes and concerns. Black

parents and those in lower-income households are much more

likely than their higher-income or White counterparts to perceive

educational benefits to their children from screen media (see

Table 42 on page 42). Thirty-nine percent of Black parents versus

19% of White parents saying the media their child uses helps

their learning “a lot,” as do 38% of lower-income vs. 17% of

higher-income parents. Indeed, half of Black parents say that

learning is a “very important” reason their child uses screen

media, compared to 31% of White parents. Black parents also

have a more favorable opinion of the educational media available

to their children. For example, these parents are more than twice

as likely as White ones to “strongly agree” that they are satisfied

with their child’s educational media (33% vs. 15%).

TABLE 39. Parents’ Concerns About Media, by Level, 2020

Among.parents.of.0-.to.8-year-olds,.

percent.who.are.concerned*.about.

their.child.…

Very.

concerned

Very.or.

somewhat.

concerned

Spending too much time with media 34%

75%

Sexual content in media

42% 73%

Violent content

in media

36% 73%

Cyberbullying online

40% 70%

Media and tech companies collecting

data about them

34% 69%

Amount of advertising and

materialism in media

28% 68%

Depictions of drugs/alcohol

in media

30% 62%

Vaping or smoking

in media 27%

54%

Racial/ethnic stereotypes

in media

23% 53%

Gender stereotypes

in media

21% 49%

*Today or in the future

TABLE 40. Co-Use of Media, by Level, 2020

Among.parents.of.0-.to.8-year-olds.

who.use.each.type.of.screen.media,.

percent.who.….with.their.child

Most.of.

the.time

Most.or.

some.of.

the.time

Watch television 29%

84%

Watch online videos

27% 74%

Play games/use apps on mobile

17% 63%

Play video games

18% 62%

TABLE 41. Co-Use of Media, by Age, 2020

Among.parents.of.0-.to.8-year-olds.

who.use.each.type.of.screen.media,.

percent.who.….with.their.child..

“most.of.the.time” <2 2.to.4

5.to.8

Watch television 53%

31%

19%

Watch online videos

62%

28%

18%

Play games/use apps on mobile

49%

20%

11%

Play video games

37%

36%

13%

Note: Items with different superscripts differ significantly (p < .05). Those that

share a common superscript do not differ significantly. Significance should be

read across rows (by age).

they are “very” concerned about their child’s exposure to sexual

content in the media (either today or in the future), compared to

40% of Black parents and 36% of White parents. The largest

difference comes with regard to parents’ concerns about racial

and ethnic stereotypes in media, with just 15% of White parents

saying they are “very” concerned, compared to 35% of Black

parents and 37% of Hispanic/Latinx parents.

Hispanic/Latinx parents have the highest level of concern about

the possible negative effects of media in their children’s futures

(see Table 43). On almost every issue of potential concern asked

about in this survey—from images of sex and violence to cyber-

bullying and data collection—Hispanic/Latinx parents express

the most concern, and White express parents the least, often by

a wide margin. For example, 55% of Hispanic/Latinx parents say

TABLE 42. Parents’ Views About Media and Learning, by Race/Ethnicity and Income, 2020

Among.parents.of.0-.to.8-year-olds.who.use.screen.

media,.percent.who.say.…

Race/Ethnicity Income

Black

Hispanic/

Latinx White Lower

Middle Higher

Learning is a “very important” reason their child uses

screen media

50%

37%

31%

42%

40%

29%

The media their child uses helps “a lot” with learning 39%

32%

19%

38%

31%

17%

“Strongly agree” that they are satisfied with amount

and quality of educational media for their child

33%

27%

15%

26%

24%

16%

Notes: Lower income is less than $30,000 a year; middle income is $30,000 to $75,000 a year; and higher income is more than $75,000 a year. Items with different

superscripts differ significantly (p < .05). Items with no superscript, or those with the same superscript, do not differ significantly. Significance should be read across rows

within race/ethnicity, and separately within income.

TABLE 43. Parents’ Concerns About Media, by Race/Ethnicity, 2020

Among.parents.of.0-.to.8-year-olds,.percent.who.

are.“very.concerned”*.about.their.child.…

Race/Ethnicity

Black

Hispanic/

Latinx White

Spending too much time with media 30%

41%

32%

Sexual content in media 40%

55%

36%

Violent content

in media 38%

50%

29%

Cyberbullying online 37%

53%

35%

Media/tech companies collecting data about them 35%

47%

28%

Amount of advertising and materialism in media

31% 36%

24%

Depictions of drugs/alcohol

in media

32%

41%

23%

Vaping or smoking

in media

33%

41%

20%

Racial/ethnic stereotypes

in media

35%

37%

15%

Gender stereotypes

in media

28%

30%

15%

*Today or in the future

Note: Items with different superscripts differ significantly (p < .05). Items with no superscript, or those with the same

superscript, do not differ significantly. Significance should be read across rows (by race/ethnicity).

Negative.Effects

“.He.saw.a.YouTube.video.of.people.stuffing.

marshmallows.in.their.mouths,.tried.it.at.home,..

and.nearly.[choked] .(I.had.to.call.911 )”.

—Parent of an 8-year-old boy

“.She.gets.addicted.to.Roblox,.and.it’s.hard.to..

pull.her.away ”.

—Parent of a 7-year-old girl

“.If.we.allow.him.to.watch.an.hour.of.screen.time,.his.

behavior.changes.to.somewhat.violent,.even.if.what.

he.was.watching.was.not.violent.at.all .If.we.don’t.

allow.him.to.watch.anything.with.a.digital.screen.for.

a.couple.days,.his.mood.goes.back.to.normal ”.

—Parent of a 3-year-old boy

“.[When.she.watches].Ryan’s.show,.she.always.wants.

more.toys.and.she.never.focuses.on.what.she.has,.or.

even.pays.attention.to.what’s.going.around.her.in.

the.house .And.she.wants.us.to.be.always.available.

like.Ryan’s.parents.to.play.with.her.all.the.time!!!”.

—Parent of a 2-year-old girl

Behavior

Positive.Effects

“.Child-based.meditation .He.listens.much.better.and.

can.focus.much.better.after.a.meditation.video ”

—Parent of a 6-year-old boy

“.Most.shows.she.watches.on.Netflix.remind.her.to.

say.‘please,’.‘thank.you,’.and.‘sorry ’”.

—Parent of a 4-year-old girl

“.Videos.about.eating.healthy.food.and.hygiene.with.

bathing.and.washing.her.hands.and.brushing.her.

teeth .It.helps.to.understand.why.and.reduces.the.

difficulty.of.her.doing.these.without.crying ”

—Parent of a 3-year-old girl

PARENT QUOTES

THE SURVEY INDICATES CLEAR patterns of parents’ opinions about children and media, but it also reveals just how individualistic and

unpredictable parents’ opinions of and experiences with specific shows can be. The survey included an open-ended question asking

parents to tell us about specific shows, videos, games, or websites that had either a positive or negative effect on their child’s behavior,

emotional maturity, ability to focus, or social skills. A sampling of their comments is presented below.

Ability to Focus

Positive.Effects

“.[Watching].SpongeBob.calms.him.down .[My.child].

has.ADHD ”.

—Parent of an 8-year-old boy

“.Super Why.on.PBS.helps.him.focus.because.he.tries.

to.look.out.for.the.mystery.letter.to.solve.the.

problem.of.the.day ”

—Parent of a 5-year-old boy

“.Sesame Street.teaches.her.many.things.that.she.has.

to.focus.on .She.enjoys.finding.[the].hidden.object.or.

answering.riddles.given.by.the.show’s.characters ”.

—Parent of a 3-year-old girl

“.Sometimes.when.she.is.focused.on.watching.

[YouTube.Kids.on].the.phone.she.will.eat,.relax,.or.

let.me.get.things.done .Otherwise.she.is.going.a.

hundred.miles.a.minute.and.just.wants.to.play ”.

—Parent of a 2-year-old girl

“.He.is.intrigued.by.Elmo.and.Cookie.Monster .He.

focuses.in.on.them.which.keeps.his.attention.[so.he].

has.the.ability.to.learn.new.things ”.

—Parent of a 1-year-old boy

“.Since.his.eyes.are.still.maturing.at.6.months.old,.

baby.stimulation.videos.are.helpful.and.have.

soothing.music.along.with.them ”.

—Parent of a boy younger than 1 year

Negative.Effects

“.YouTube.hurts.her.ability.to.focus.because.there.are.

so.many.videos.to.choose.from.that.oftentimes.she.

will.be.distracted.while.watching.a.video.and.click.on.

another.video.without.finishing.the.first.one ”.

—Parent of a 3-year-old girl

“.SpongeBob SquarePants.is.too.erratic/frenetic .It.

normalizes.responding.to.rapid,.intense.stimuli ”.

—Parent of a 4-year-old boy

“.He.can’t.focus.on.anything.when.the.TV.is.on.other.

than.the.TV ”

—Parent of a 4-year-old boy

“.It.is.not.necessarily.a.specific.show,.game,.video.

or.app.that.hurts,.but.rather.the.ability.to.focus.on.

one.specific.thing .There.is.so.much.content.to.

choose.from,.there.is.always.a.constant.change.of.

what.she.is.viewing ”.

—Parent of a 4-year-old girl

“.She.sometimes.will.not.respond.when.another.

person.is.talking.to.her.while.she.is.in.front.of.a.

screen .Also,.she.wants.to.play.video.games.or.

watch.movies.and.doesn’t.know.how.to.enjoy.and.

focus.on.other.hobbies ”.

—Parent of a 4-year-old girl

Emotional Maturity

Positive.Effects

“.Daniel.Tiger.helps.him.learn.how.to.process.different.

emotions.and.how.to.calm.down.when.he.is.upset ”.

—Parent of a 1-year-old boy

“.Chip and Potato.is.a.video.that.helps.him.learn.how.to.

deal.and.cope.with.things.like.being.strong.when.

things.don’t.go.his.way .Like.being.scared.sleeping.

over.at.a.friend’s.house.for.the.first.time.and.dealing.

with.mean.classmates ”.

—Parent of a 5-year-old boy

“ Películas amigos le ayuda a entender la importancia

de [nombre].”..

(“Movies.with.friendships.help.[him].understand.

how.to.be.a.friend ”)

—Parent of a 6-year-old boy

Negative.Effects

“.Just.in.general,.he.tends.to.throw.more.tantrums.

after.watching.a.screen ”.

—Parent of a 2-year-old boy

“.YouTube.videos.where.the.parents.are.playing.with.

their.kids .The.kids.act.up.and.the.parents.don’t.

discipline.them.so.[she].acts.just.as.bad.as.other.

kids.on.YouTube ”.

—Parent of a 5-year-old girl

“.Her.behavior.suffers.if.we.allow.her.to.watch.more.

than.two.hours.a.day .So.that.is.now.a.limit,.and.we.

only.allow.her.to.watch.on.weekends ”.

—Parent of a 7-year-old girl

“ Juegos de video alteran su comportamiento no sabe

como lidiar la frustracion cuando pierde y se enoja y

llora.”..

(“Video.games.change.his.behavior .He.doesn’t.

know.how.to.alleviate.his.frustration.when.he.

loses.and.he.gets.mad.and.cries ”)

—Parent of an 8-year-old boy

“.He.cannot.transition.away.from.the.TV.without.

difficulty .Extra.cranky .Moody .Rude ”.

—Parent of a 3-year-old boy

Social Skills

Positive.Effects

“.[Watching].SpongeBob.helps.him.relate.to.others ”.

—Parent of a 6-year-old boy

“.The.YouTube.channel.Cocomelon.uses.real-life.

situations.for.kids.and.teaches.them.to.share .I.know.

it.affects.her.because.I.see.her.resolve.her.own.

situations.with.sharing ”.

—Parent of a 2-year-old girl

“.He.copies.the.way.he.sees.the.people.on.TV.act .So.

watching.people.like.CoryxKenshin.or.Ryan’s.World.

toy.reviews.on.YouTube.helps.build.his.personality.

and.people.skills .Whenever.he.meets.new.children,.

he.puts.himself.out.there.very.easily.and.he.displays.

actions.and.[uses].different.sayings.he.picked.up.

from.his.video ”.

—Parent of a 3-year-old boy

“.Our.daughter.is.[an].only.child .She.watches.

YouTube.videos.of.kids.doing.things .It.entices.her.

to.want.to.do.the.same.thing.with.other.kids .I.see.

this.behavior.when.she.interacts.with.new.kids ”

—Parent of a 2-year-old girl

“.She.watches.some.YouTube.videos.that.show.other.

kids.in.social.situations.and.learns.how.to.interact.

and.communicate.better.with.kids.near.to.her.age ”

—Parent of a 6-year-old girl

Negative.Effects

“ Si se queda viendo videos no socializa con sus padres

ni con familiares o amigos.”..

(“If.she.stays.watching.videos,.she.won’t.socialize.

with.her.parents,.her.family,.or.friends ”)

—Parent of an 8-year-old girl

“.Too.hooked.to.screen.and.not.enough.time.spent.

with.the.family.and.people ”.

—Parent of a 5-year-old boy

Creativity

Positive.Effects

“.TikTok.helps.her.be.creative.and.outgoing.without.

her.worrying.about.what.others.think ”.

—Parent of an 8-year-old girl

“.Minecraft.helps.him.to.be.creative,.solve.problems,.

and.remain.calm ”.

—Parent of a 7-year-old boy

“.Ryan’s.[World].toy.videos.help.him.use.his.

imagination.when.other.kids.are.playing.with.him ”

—Parent of a 5-year-old boy

Negative.Effects

“.I.think.he.is.so.used.to.having.something.

entertain.him.that.if.he.is.bored.he.doesn’t.know.

what.to.do.with.himself .He.bounces.from.one.

thing.to.the.next ”.

—Parent of a 7-year-old boy

POTENTIAL SPOT FOR PHOTO

Time Spent with Screen Media

.• Some child development professionals have concerns about

the amount of time children spend with screens, while other

experts think that time is not a relevant metric. Among the

0- to 8-year-old age group, the total amount of time

devoted to screen use each day has remained relatively

stable over the past decade. Will that finally change now

that the coronavirus pandemic has forced so many indoors,

and if so, to what degree? If screen use has grown during

this period, how will that affect children’s healthy develop-

ment and future relationship with screens? Will any changes

that occur be temporary or lasting?

.• Even prior to the pandemic, the disparity in screen use by

parent education, income, and race/ethnicity had already

exploded, nearly tripling from a difference of 40 minutes a

day by income in 2011 to just under two hours a day (1:56)

in 2020. At the same time, Black parents are much more

likely to see educational value in screen media, as are

parents in lower-income homes. Is that a primary driver of

growing socioeconomic differences in media usage, and if

so, how can the stakeholders in children’s lives capitalize on

this to support families of color as well as lower-income

families? Will these gaps continue to grow during and after

the pandemic, and if so, what are the long-term implications

for child development?

EVEN BEFORE THE CORONAVIRUS pandemic reached the

United States, more and more aspects of children’s lives revolved

around media; the closing of schools and playgrounds and the

limiting of social contact have served to highlight the centrality of

media. This report describes families’ media lives on the brink of

the pandemic, and raises a number of important issues that,

based on the state of play in early 2020, will be critical for

researchers to track and monitor. We enumerate some of those

issues and questions below:

Education

.• As of mid-March 2020, more than a third of children from

lower-income families lacked a computer in the home, and

more than a quarter lacked internet access. No progress had

been made in addressing either aspect of the digital divide

over the past few years. Yet by the end of that month, online

learning became the only option for most children, and the

price of our lack of progress in addressing this divide

became painfully clear.

.• Before the coronavirus pandemic forced most schools

online, the school-age children in the survey (5- to 8-year-

olds) were not spending much time using digital devices for

homework, averaging just five minutes a day doing school-

work. As online learning became the only option during

stay-at-home orders, most younger children didn’t have

much experience in that realm. Will their facility with digital

devices for entertainment purposes translate to Zoom

classes and online homework?

.• Over the years, parents have been largely satisfied with the

amount and quality of educational media available for their

children, including in early 2020. Will that satisfaction be

challenged by the new pressures for children to learn from

home, or will parental satisfaction grow as parents are

forced, by necessity, to discover new educational content

options across platforms?

CONCLUSION

.• Before the pandemic, the use of educational content online

was most dominant among children in the 2- to 4-year-old age

group. Among 5- to 8-year-olds, content was becoming more

focused on challenges, gaming, unboxing, and influencers.

This trend could tip in either direction during the pandemic.

Earlier this year, parents had overwhelmingly positive views

about their children’s media lives. Most were not worried that

their children were spending too much time with screens; the

vast majority were satisfied with the amount and quality of

educational content available, and most felt that the media

their children used was helping their learning and creativity. As

parents contend with working from home while supervising

their children’s online learning—at the same time that many

playgrounds remain closed, after-school programs are cancelled,

and playdates are still virtual—we don’t know how or in what

ways it will affect parents’ satisfaction with, or concerns about,

media and technology.

One potential danger the survey points to is the impact of media

on children’s physical activity, particularly in an era of school

closures and stay-at-home orders. Over the years, the one down-

side parents have consistently seen regarding children’s screen

use was its effect on physical activity. In early 2020, 43% of

parents said their child’s screen use hurt their level of physical

activity, and just 16% said it helped. This could be an opportunity

for content providers to step in and start producing more content

that motivates children to get up and get moving. But it is possible

that the ready access to screen entertainment during this period

of being home will exacerbate the likely negative impact of the

pandemic on children’s physical activity.

Finally, this research points to the need for a continuing focus in

children’s media research on the content to which children are

exposed through media, be it around gender roles, racial and

ethnic diversity, violence, STEM opportunities, kindness and

caring, or social and emotional development. Considering that

watching online videos on sites like YouTube is the activity

children devote the most time to, understanding the nature of

the content they are exposed to in that environment should be a

top priority.

Indeed, it may be more important than ever for all those con-

cerned with providing the healthiest possible environment for

children’s development to consider whether the amount of time

children spend in media activities and the content they are access-

ing reflect the kinds of people we want to help them become.

Screen Use Among Children Under 2

.• Before the pandemic upended our lives, on any given day in

this country most babies under age 2 did not use screen media

at all (56%). Screen use among this age group has been

relatively stable for nearly a decade. With parents now forced

to juggle multiple responsibilities at home, what will happen

to screen use among children under 2? This could have

important implications for early childhood development, or

for future patterns of screen use among this cohort.

Reading

.• As of early 2020, Black children and children in lower-income

families had begun spending more time reading each day than

in previous years, including e-reading. As school, libraries,

and bookstores closed during the pandemic, this emerging

familiarity with digital reading may bode well for children’s

literacy. Will we finally see a substantial jump in e-reading

among young children? Or might time spent reading go down

as access to print books becomes more challenging?

Media Content

.• The amount of time children spend watching online videos

had already doubled over the past few years. What might

this mean in terms of the types of content they are exposed

to, or their interactions with others online, especially if they

are spending even more time in these activities now that

they are stuck at home more often?

.• Prior to the pandemic, children in the 5- to 8-year-old age

group were beginning to use “connected” media applications,

such as social gaming, more often. Many of these games

and apps mean that children are interacting with other users

online, in ways parents may not always be aware of. Given

that this practice had already started as a mode of enter-

tainment among this age group before the virus exploded,

what might this mean for children whose only form of “play”

may now be online, without the supervision of teachers,

playground monitors, or even parents? Will their interactions

with other gamers online lead to more cyberbullying and

other negative experiences, or to a greater sense of social

connection and new friendships?

Q1 . Is.there.a.TV.set.in.your.household,.or.not?

a. Yes

b. No

Q2 . Which.of.the.following,.if.any,.do.you.have.in.your.household?.

[Randomize, but hold a/b in order at top].

a. [If Q1=yes] Cable or satellite television

[If Q1=yes] A way to connect your television to the internet so you can download or stream TV shows or movies

onto your TV set

c. A subscription service, such as Netflix, Amazon Prime, Disney Plus, or Hulu, for streaming or downloading TV

shows and movies

d. A laptop or desktop computer

e. High-speed internet access (cable, wireless, or DSL)

f. A video game player like an Xbox, PlayStation, or Switch

g. A virtual reality (VR) headset, such as Oculus Rift, Google Cardboard, or PlayStation VR

h. An iPad or similar tablet device, such as a Galaxy Tab or other Android tablet, Microsoft Surface, or Kindle Fire

i. An iPod Touch or similar device

j. A Kindle or other e-reader

k. A smart speaker, such as an Amazon Echo Dot, Google Home, or Apple HomePod

l. A smartphone (can use it to go online)

[IfQ1=yes]

Q3 . When.someone.is.at.home.in.your.household,.how.often.is.the.television.on,.even.if.no.one.is.actually..

watching.it?

a. Always

b. Most of the time

c. Some of the time

d. Hardly ever

e. Never

APPENDIX: 2020 QUESTIONNAIRE

For this next set of questions, please think about your [FOCAL CHILD]. Some of these questions may be about things [CHILD] is too

young to do. If that's the case, just mark the correct response and move on.

Q4 . Which.of.the.following.items.does.[CHILD].have,.if.any?.[Randomize].

a. [His/her] own smartphone

b. [His/her] own tablet, such as an iPad, Kindle Fire, or similar device

c. [His/her] own iPod Touch or similar device

d. [His/her] own educational game device, such as a LeapFrog LeapPad or VTech laptop

e. [His/her] own smartwatch or similar device

Q5 . We’re.interested.in.whether.[CHILD].has.ever.used.a.mobile.device,.such.as.a.smartphone.or.tablet,.to.do.any.of.the.

following.activities .Please.mark.any.of.the.activities.[CHILD].has.ever.done.on.a.mobile.device:

a. Watch TV shows or movies

b. Watch online videos, such as on YouTube

c. Play games

d. Use apps

e. Read books

Q6 . We.also.want.to.know.how.often.[CHILD].does.various.activities,.or.if.[he/she].has.never.done.these.activities .How.often.

does.[CHILD]:.

[Randomize]

a. Read or be read to

b. Watch television

c. Use a computer

d. Play video games on a player like an Xbox, Playstation, or Switch

e. Watch online videos, such as on YouTube

f. Use a mobile device (like a smartphone or tablet) to play games, watch videos, go online, or use apps

g. Listen to podcasts, stories, or audiobooks

Q7 . We’re.interested.in.how.much.time.[CHILD].spent.doing.various.activities.yesterday .Some.of.these.may.be.things.

[CHILD].is.too.young.to.do.or.never.does .If.that’s.the.case,.just.mark.“didn’t.do”.and.move.on .Thinking.just.about.

YESTERDAY,.how.much.time.did.[CHILD].spend:.

[Rotate but block b/c and d–p in order]..

Answers in hours and minutes, open-ended.

a. Listening to music

[If Q6a=1–5] Reading or being read to from a print book

[If Q6a=1–5] Reading or being read to on a tablet, phone, or e-reader

d. Watching DVDs or videotapes

[If Q6b=1–5] Watching television on a TV set

[If Q6f=1–5] Watching videos or TV shows on a mobile device like a smartphone or tablet

[If Q6c=1–5] Watching videos or TV shows on a computer

[If Q6d=1–5] Playing video games on a console or handheld video game player like an Xbox,

PlayStation, or Switch

[If Q6f=1–5] Playing games on a smartphone or tablet

[If Q6f=1–5] Skyping or video-chatting on a smartphone or tablet

[If Q6f=1–5] Doing homework on a tablet

[If Q6f=1–5] Doing anything else on a smartphone or tablet, such as taking or looking at pictures or

videos, looking things up, social networking, or using other types of apps not already covered

[If Q6c=1–5] Skyping or video-chatting on a computer

[If Q6c=1–5] Playing games on a computer

[If Q6c=1–5] Doing homework on a computer

[If Q6c=1–5] Doing anything else on a computer (taking or viewing photos, looking things up, social

networking, other activities)

[If Q2g=yes] Using a virtual reality headset

[If Q6g=1–5] Listening to podcasts, stories, or audiobooks

[If Q7e=any amount of time]

Q8 . You.wrote.that.[CHILD].spent.[insert.time].watching.television.on.a.TV.set.yesterday .About.how.much.of.that.time,..

if.any,.was.spent:.

[Do not randomize or rotate]..

Answers in hours and minutes, open-ended.

a. Watching shows you recorded earlier or watched through on demand

b. Watching shows you downloaded or streamed, such as through Netflix, Amazon Prime, Disney Plus,

or Vudu

c. Watching live television

d. Watching videos on a site like YouTube (through the TV set)

[If Q7e=any amount of time]

Q9 . You.also.wrote.that.[CHILD].spent.[insert.time].watching.television.or.videos.on.a.mobile.device.yesterday .About.how.

much.of.that.time,.if.any,.was.spent:.

[Do not randomize or rotate]..

Answers in hours and minutes, open-ended.

a. Watching videos on a site like YouTube

b. Watching videos on social media sites like TikTok

c. Watching TV shows or movies through a service like Netflix, Amazon Prime, Disney Plus, or Vudu

d. Something else

[If Q7e=any amount of time]

Q10 . You.also.wrote.that.[CHILD].spent.[insert.time].watching.television.or.videos.on.a.computer.yesterday .About.how.much.

of.that.time,.if.any,.was.spent:.

[Do not randomize or rotate]

Answers in hours and minutes, open-ended.

a. Watching videos on a site like YouTube

b. Watching videos through social media sites like TikTok

c. Watching TV shows or movies through a service like Netflix, Amazon Prime, Disney Plus, or Vudu, or through a

network’s website

d. Something else

Q11 . How.often,.if.ever,.does.[CHILD].do.any.of.the.following:.

[Randomize but hold a/b as a block]

a. Watch educational TV shows like Sesame Street, StoryBots, or MythBusters

b. Watch kids’ entertainment TV shows like Paw Patrol, Adventure Time, or SpongeBob SquarePants

[If Q2d=yes] Use educational games or programs on the computer

[If Q4c=yes] Play games on an educational device like a LeapFrog LeapPad or VTech laptop

[If Q2h, Q2i, or Q2l=yes] Play educational games, apps, or activities on a mobile device like a smartphone or tablet

[If Q2f=yes] Play games that are educational for him/her on a video game player like an Xbox, PlayStation, or Switch

g. Listen to educational podcasts

[If Q6e=1–5]

Q12 . [How.often,.if.ever,.does.[CHILD].watch.the.following.types.of.videos.online,.for.example.on.YouTube?.[Randomize]

Response options: Often, sometimes, hardly ever, never

a. “How-to” videos (e.g., how to draw, cook, dance, make crafts, make things with Legos or PlayDoh, skateboard)

b. “Unboxing” videos (i.e., video of someone opening a new toy), or product demonstrations (such as showing off toys,

make-up, clothes, etc.)

c. Nursery rhymes or songs

d. Video gaming/gameplay videos

e. Challenges/stunts/tricks videos

f. Animal videos

g. Learning/educational videos (i.e., alphabet, numbers, colors, shapes, feelings, etc.)

[If Q6e=1–5]

Q13 . Does.your.child.follow.or.subscribe.to.certain.YouTube.personalities,.celebrities,.or.influencers?.

a. Yes

b. No

c. Don’t know

Base: If Q6b=1–5, Q6d=1–5, Q6e=1–5, Q6f=1–5

Q13A.How.often,.if.ever,.does.[CHILD].see.ads.that.are.inappropriate.for.[HIM/HER].(such.as.too.sexual,.too.violent,..

or.for.adult.products.like.alcohol.or.vaping.supplies).when.[HE/SHE].is.doing.the.following:.

[Randomize]

Response options: Often, sometimes, hardly ever, never

a. [If Q6b=1-5] Watching television

[If Q6d=1-5 or Q6f=1-5] Playing games on a mobile device or video game player

[If Q6e=1-5] Watching online videos, such as on YouTube

Q14 . How.often,.if.ever,.does.[CHILD].do.the.following:.

[Randomize]

Response options: Often, sometimes, hardly ever, never

a. [If Q6b or Q6e=1–5; do NOT screen on language] Watch Spanish-language television or videos

[If Q6c or Q6f=1–5] Use a social networking site like Instagram, Snapchat or TikTok

[If Q6c or Q6f=1–5] Play a "social" game online (like Minecraft, Animal Jam, Roblox, or Fortnite) with other kids

[If Q6f=1–5] Use a mobile device when [he/she] eats at home

[If Q6f=1–5] Use a mobile device when the family eats out at a restaurant

[If Q2k or Q2l=yes] Ask questions or give commands to the voice-activated assistant on a phone (such as Siri)?

[If Q2l=yes: or to a smart speaker, such as Alexa or Google Assistant]

g. [If Q6b or Q6d or Q6e or Q6f=1–5] Watch television or videos, or play video games in the hour before bedtime

[If Q14f=1–3]

Q15 . In.which.of.the.following.ways.does.[CHILD].use.the.voice-activated.assistant.on.a.phone.(such.as.Siri)?..

[If Q2k=yes: or virtual assistant device (such as Alexa or Google Assistant)].[Randomize; anchor h]

a. To get information

b. To get jokes

c. To play music

d. To search for video

e. Just to talk or fool around with

f. To go to sleep

g. To listen to stories

h. Something else SPECIFY

[If Q6b=1–5]

Q16 . Thinking.about.the.TV.shows.[CHILD].watches.the.most,.what.is.the.MAIN.way.[he/she].found.those.shows?..

[Randomize and anchor f–h at bottom]

a. Recommended by [his/her] friends

b. Watched by brothers or sisters or other relatives

c. Selected by you or another adult

d. [CHILD] found them [him/her] self

e. Promoted or featured by the platform (i.e., on the Netflix home screen or through autoplay)

f. Other (specify)

g. Don’t know

h. [CHILD] doesn’t do this

[If Q6e=1–5]

Q17 . Thinking.about.the.online.videos.[CHILD].watches.on.sites.like.YouTube,.what.is.the.MAIN.way.[he/she].chooses.them?.

[Randomize, anchor g–i]

a. Recommended by [his/her] friends

b. Watched by brothers or sisters or other relatives

c. You or another adult chooses them or sets up a playlist

d. [He/she] searches for them

e. [He/she] has specific channels or people [he/she] likes to follow

f. Through autoplay or suggestions from YouTube or other video sites

g. Other (specify)

h. Don’t know

i. [CHILD] doesn't do this

Q18 . How.often,.if.at.all,.does.your.child.participate.in.organized.after-school.activities,.such.as.going.to.aftercare,.attending.

clubs,.taking.(art,.music,.or.sports).lessons,.being.tutored,.going.to.a.community.center,.or.participating.on.a.sports.

team?.

Response options: Every day, several days a week, once a week, never

[If Q6c, Q6b, Q6d, Q6e, or Q6f=1–5]

Q19 . We’re.interested.in.the.main.reasons.your.child.uses.screen.media .How.important.are.each.of.the.following.reasons.your.

child.does.things.like.watching.television.and.videos.or.playing.digital.games?.

[Randomize; block d and e together]

Response options: Very important, somewhat important, not too important, not important at all

a. For fun

b. Because they're bored

c. Because they learn things from it

d. Because you need to keep them occupied while you are out together

(running errands, grocery shopping, at a restaurant)

e. Because you need the time to get other things done at home

f. Because their friends or siblings are doing it

g. To help them feel better when they are upset

h. To relax

[If more than one item in Q19=very or somewhat]

Q20 . Which.is.the.MOST.IMPORTANT.reason?

[If Q6b, Q6e, Q6d, or Q6f=1–5]

Q21 . When.[CHILD].is.doing.the.following,.how.often.do.you.do.it.with.[him/her]?..

[Randomize items; split sample and reverse order of response options for half]

Response options: Most of the time, some of the time, hardly ever, never

a. [If Q6b=1–5] Watching [his/her] TV shows

[If Q6e=1–5] Watching online videos (such as on YouTube)

[If Q6d=1–5] Playing video games

[If Q6f=1–5] Using games or apps on a smartphone or tablet

[If Q6b, Q6c, Q6d, Q6e, or Q6f=1–5]

Q22 . Overall,.based.on.the.content.of.the.media.[CHILD].uses.and.the.amount.of.time.[he/she].spends.using.it,.do.you.think.

[his/her].use.of.media.helps,.hurts,.or.makes.no.difference.to.[his/her]:..

[Randomize; split sample and reverse order of response options for half]

Response options: Helps a lot, helps a little, makes no difference, hurts a little, hurts a lot

a. Social skills

b. Learning

c. Ability to focus

d. Behavior

e. Physical activity

f. Creativity

g. Emotional maturity

[If Q22a, Q22c, Q22d, or Q22g=helps a lot or hurts a lot]

Q23 . OPEN.END:.[Depending.on.responses.above].Please.give.an.example.of.a.TV.show,.game,.video,.movie,.app,.or.website.

that.[helps/hurts].[his/her].behavior/social.skills/ability.to.focus/emotional.maturity?.How.and.why.do.you.think.it.

affects.your.child?..

[Randomly assign to one of these categories based on responses above.]

[If Q6b, Q6c, Q6d, Q6e, or Q6f=1–5]

Q24 . Do.you.agree.or.disagree.with.the.following.statements:..

[Randomize; split sample and reverse response option order for half]

Response options: Strongly agree, somewhat agree, somewhat disagree, strongly disagree

a. It is difficult to get [CHILD] to stop using screen media when I ask.

b. I am satisfied with the amount and quality of educational screen media available for [CHILD].

c. I am overwhelmed by the variety of media options available to [CHILD].

d. [All qualified]

Q25 . Thinking.about.how.much.time.[CHILD].spends.with.screen.media,.which.of.the.following.statements..

comes.closest.to.your.view?.

[Split sample and reverse response option order for half]

a. [CHILD] spends too MUCH time with screen media

b. [CHILD] spends too LITTLE time with screen media

c. [CHILD] spends the RIGHT amount of time with screen media

[If Q6b, Q6c, Q6d, Q6e, or Q6f=1–5]

Q26 . Do.you.ever.use.any.type.of.device.or.app.for.limiting.[CHILD]’s.screen.time?

a. Yes

b. No

c. Don’t know

d. [All qualified]

Q27 . As.you.think.about.[CHILD]’s.use.of.screen.media,.today.and.in.the.future,.how.concerned.are.you.about..

each.of.the.following?.

[Randomize; split sample and reverse response order for half]

Response options: Very concerned, somewhat concerned, not too concerned, not at all concerned

a. Spending too much time with media

b. How much sexual content is in media

c. How much violent content is in media

d. People vaping or smoking cigarettes in the media

e. Depictions of drugs and alcohol in the media

f. Cyberbullying online

g. Gender stereotypes of girls and boys in the media

h. Racial and ethnic stereotypes in the media

i. Companies collecting data about [CHILD] through the media

j. How much advertising and materialism there is in the media

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