The rule is not about minutes but about company: if it is on, someone is watching it with them, talking about it, pausing it. This is the position with the best empirical support in the whole instrument — joint media engagement is where the language-learning findings come from — and also the most expensive in adult time, which is why few households run it past the toddler years.
What it asks of you
- Your actual presence, which is the entire method and cannot be delegated to the screen
- Giving up the thing screens are most often used for — a gap in which to do something else
- Watching a great deal of children's television
No externally imposed limit, on the argument that a child who has never regulated their own use has not learned to, and will meet the problem later with less support and a worse device. You talk about how it feels, you notice out loud when an afternoon has gone, and you let the natural consequences — the wasted Saturday, the bad sleep — do the teaching. The position demands a great deal of trust and is the one most likely to be regretted.
What it asks of you
- Genuine nerve, and a long horizon before it looks like it is working
- Frequent, non-judgemental conversation, which is more work than a timer
- Watching a child overdo it without stepping in, repeatedly
- An honest look at whether this is a position or a surrender — they look identical from outside