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The Growing Shift Towards Screen-Free Learning in Early Childhood Education

  • The English Method
  • 4 June 2025

How parent feedback sparked the research that revealed a growing movement towards hands-on learning

I’d like to share a game-changing moment I experienced in Seoul, South Korea. Our whole school was having morning gym sessions with movement videos playing on the big screen. Parents had gathered to watch their children having a great time following along to the songs and movements. As the Nursery class teacher, I was participating with my 2 year olds when my manager approached me afterwards with some parent feedback.

‘The nursery parents have been asking me something,’ she said. ‘They can see their children are enjoying the gym sessions, but they’re wondering if we could do the movements without the screen for the little ones. They say at home, their children see screens everywhere, and they were hoping school could be different.’

As someone who had worked in Montessori schools for years and trained staff in how to use technology sparingly in classrooms, I’d been hearing this request increasingly more and more. But what struck me about this moment was that parents were now actively requesting screen-free approaches—they were explicitly asking for it, rather than schools having to sell the benefits to parents. This represented a fundamental shift: parents were leading the charge towards hands-on learning. This triggered my curiosity to dig deeper into the research and trends. What I discovered changed everything.

Table of Contents

The Research That Led Me Down a Path

Those Korean parents weren’t just expressing a preference—they were part of a significant global trend. My research revealed that parents worldwide are increasingly concerned about their children’s screen exposure and seeking educational approaches that offer meaningful alternatives.

The data was eye-opening. Amongst Asian preschoolers, daily screen time is as high as 2.4-2.8 hours per day, with 41-95% of young children owning smartphones and 8-78% using tablets at home1.

Chinese parents specifically express concerns about children’s eyesight, internet addiction, and learning outcomes, leading them to seek more balanced educational approaches2.

But what really caught my attention was the growing shift happening in education itself.

The Surprising Turn Towards Hands-On Learning in Classrooms

As I delved deeper into educational trends, I discovered something counterintuitive: whilst technology advances, there’s a growing movement towards more hands-on learning in early childhood classrooms, not less.

Sweden made headlines in 2024 when their government abandoned their digital strategy for primary education after receiving scientific evidence that children learn basic skills best with ‘pen and paper’ rather than digital tools. They announced a return to ‘traditional methods of learning’ with state subsidies for physical resources like textbooks, arguing that ‘basic skills’ and ‘the ability to read, write and do arithmetic’ were best acquired through ‘analogue activities in analogue environments’3.

Research consistently shows that educational screen time provides benefits only when it’s interactive and adult-mediated, whilst passive screen time offers the least educational value4. More concerning, studies reveal that excessive screen time in early childhood leads to emotional dysregulation and negatively affects mathematics and literacy in school-age students5.

The evidence is compelling: Canadian research shows that only 15% of preschoolers meet guidelines recommending less than 1 hour of screen time per day6. Meanwhile, hands-on learning environments are gaining recognition as essential for developing the neural pathways that screens simply cannot replicate.

What the Science Says About Young Minds and Screens

The research on early brain development was particularly striking. Children under 2 struggle with what scientists call ‘2D to 3D transfer’—they have difficulty applying what they see on screens to the real world7. Yet they excel at learning through physical manipulation and real-world interaction.

When children engage with physical materials, multiple brain regions activate simultaneously—motor cortex, sensory processing areas, and executive function networks all work together8. Recent brain imaging studies show that children who learn through hands-on activities develop stronger neural connections and better retention than those learning the same concepts through screens9.

But perhaps most important was this insight: there’s ‘no evidence to support introducing technology at an early age’10. Instead, research consistently points to the benefits of reading, outdoor play, and creative, hands-on activities for optimal development.

The Growing Alternative Education Movement

Against this backdrop, I discovered compelling evidence that parents worldwide are increasingly seeking child-centred, hands-on learning environments. A 2024 UK survey of 2,496 parents found that 58% believe the government should ban smartphones for children under 16, with 77% of primary school parents backing such restrictions11. Meanwhile, research shows that 71% of parents with children under 12 are concerned their child might spend too much time in front of screens, with 31% being very concerned about this issue12.

Perhaps most telling, when parents experienced home learning during the pandemic, research revealed their strong preference for hands-on learning approaches. The American Academy of Pediatrics emphasises that ‘play is not frivolous: it enhances brain structure and function and promotes executive function,’ noting that hands-on play with physical materials develops ‘social-emotional, cognitive, language, and self-regulation skills that build executive function’ in ways that digital alternatives cannot13. This aligns with brain imaging studies showing that children who learn through hands-on activities develop stronger neural connections and better retention than those learning the same concepts through screens14.

The families I worked with in Korea and China were part of this movement. Notably, this was happening in Korea—ranked as the world’s most technologically advanced country, home to global tech giants like Samsung and LG, and the first nation to introduce a nationwide 5G network15. They understood that their children were already getting substantial screen exposure in daily life, and they wanted school to offer something different—hands-on exploration and meaningful human interaction that couldn’t be replicated through devices.

From Research to Reality: Creating The English Method

This research completely validated what I’d observed in classrooms and what those Korean parents intuitively understood. Children need rich, tactile experiences during their early years—experiences that build the foundation for all future learning.

When developing the curriculum for the Nursery class of 2-year-olds (my main role at the Korean school), I began looking for materials to support what I was creating. Whilst there were many excellent resources available, none were quite right for what I needed—materials that would seamlessly integrate with my developmental approach and research findings. So I started developing my own materials to go alongside the curriculum. That’s when I discovered this was my true passion, and I carried on creating what would become The English Method.

That’s when I decided to create my own materials. The English Method was born from this research journey—downloadable, printable resources designed specifically for hands-on, screen-free learning that carers and teachers could access anywhere.

Strategic Technology Use: Finding the Right Balance

The goal isn’t to eliminate technology completely—it’s to use it strategically whilst prioritising the hands-on learning that research shows is essential for young children. Based on my research and real-world testing, here are evidence-backed strategies for thoughtful technology integration:

For Movement and Physical Activities:

  • By all means, use audio from movement videos for consistent rhythm and familiar songs that children love
  • However, research shows children respond significantly better to human modelling than screen-based demonstrations16
  • Try turning the monitor off during TPR (Total Physical Response) activities and demonstrating the movements yourself—you’ll notice increased eye contact, engagement, and creative participation from children
  • This approach combines the benefits of familiar music with the superior learning outcomes of live, interactive instruction
Group of diverse preschool children engaging in fun exercises indoors.

For Introducing New Concepts:

  • Educational videos can be valuable for showing phenomena impossible to demonstrate live—like how volcanoes erupt or how whales move through water
  • Aim to keep clips very brief (30 seconds or so) to maintain attention and avoid passive consumption17
  • Consider following with hands-on exploration and play to reinforce learning through multiple senses
  • Ask open-ended questions that encourage investigation

For Sustained Attention and Deep Learning:

  • Research consistently shows that manipulative materials engage multiple brain regions simultaneously, creating stronger neural pathways than screen-based learning14
  • Create learning stations with real objects—children’s attention spans increase dramatically when they have something tangible to explore
  • Allow natural movement and exploration for active learning18

For Language Development:

  • Face-to-face conversation remains the gold standard for language acquisition in young children19
  • Quality storybooks or intentionally crafted video read-alouds can enhance the story experience, and extending these into hands-on learning activities maximises learning potential by allowing children to experience the story whilst practicing new skills. The English Method’s Story Corner materials do exactly this—providing extension activities like vocabulary cards, matching sets, and learning mats for beloved read-alouds, turning stories into hands-on learning experiences.
  • Encourage children to retell stories using physical materials, as this engages memory, sequencing, and creative expression far more effectively than passive viewing

The Evidence-Based Balance

The goal isn’t to eliminate technology completely—it’s to use it strategically whilst prioritising the hands-on learning that research shows is essential for young children. When we give children rich, tactile experiences during their critical early years, we’re building their capacity to focus, create, and think in ways that will serve them throughout their lives.

Modern research confirms what those Korean parents intuitively knew: early childhood is the precious window for sensory-rich, hands-on learning. They weren’t trying to shield their children from technology—they were ensuring their children had a solid foundation of hands-on learning and real-world experiences during these critical early years.

The Future is Hands-On

What started with Korean parents asking for less screens led me to discover a fundamental shift in early childhood education. As technology becomes more prevalent in children’s lives, the most forward-thinking educators and parents are recognising that the early years need protection from over-digitisation.

The English Method represents this evidence-based approach—materials designed to give children the rich, engaging experiences that build strong foundations whilst working beautifully alongside quality digital content when appropriate.

Those Korean parents were absolutely right to want balance. They understood something profound: when we give young children the chance to learn through their whole bodies and minds, we’re not just teaching them concepts—we’re building their capacity for deep learning, creativity, and focus that no screen can replicate.

To discover more about this approach, explore our Language Packs and Story Corner materials.

References

  1. Lin, Y. M., et al. (2021). Effects of parental education on screen time, sleep disturbances, and psychosocial adaptation among Asian preschoolers: A randomized controlled study. Journal of Pediatric Nursing, 56, e27-e34.
  2. Hu, B. Y., et al. (2018). Parenting with Chinese characteristics in the digital age: Chinese parents’ perspectives and parental mediation of children’s media use. Journal of Children and Media, 12(4), 440-456.
  3. House of Commons Education Committee. (2024). Screen time: impacts on education and wellbeing. UK Parliament Publications, Report 118.
  4. Taiwan News. (2024). Taiwan to ban mobile phones in schools from September. Taiwan News, May 16, 2024.
  5. Scairpon, D. (2021). Screen time among 4- and 5-year-old children and its effect on social and emotional development. Educational Research Quarterly, 44(3), 22-41.
  6. Tamana, S. K., et al. (2019). Screen-time is associated with inattention problems in preschoolers. PLOS ONE, 14(4), e0213995.
  7. Canadian Paediatric Society. (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 22(8), 461-468.
  8. Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48(5), 505-522.
  9. James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32-42.
  10. Kiefer, M., & Trumpp, N. M. (2012). Embodiment theory and education: The foundations of cognition in perception and action. Trends in Neuroscience and Education, 1(1), 15-20.
  11. Canadian Paediatric Society. (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 22(8), 461-468.
  12. House of Commons Education Committee. (2024). Screen time: impacts on education and wellbeing. UK Parliament Publications, Report 118.
  13. Pew Research Center. (2020). Parenting kids in the age of screens, social media and digital devices. Pew Research Center, July 28, 2020.
  14. Global Finance Magazine. (2023). Most technologically advanced countries in the world 2023. Global Finance, February 13, 2023.
  15. Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70(5), 1067-1081.
  16. Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48(5), 505-522.
  17. James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32-42.
  18. Lillard, A. S., et al. (2013). The immediate impact of different types of television on young children’s executive function. Pediatrics, 132(4), 644-651.
  19. Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10(1), 110-120.
 

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