It is not bizarre to see toddlers swiping on tablets before they have even learned to speak in this hyperconnected world. Toddlers seem to be more tech savvy than any other 50 year old. For many exhausted parents, phones and screens have become a convenient replacement, whether it’s to enjoy a peaceful dinner date or to outsource early learning of alphabets and rhymes.
In today’s world tablets and phones are viewed as digital babysitters replacing actual human interaction, a growing body of research sheds light on a condition called “virtual autism”. Marius Zamfir used the term “virtual autism” to describe autism like-traits that appear in young children, specifically below 3 years of age, behavioural abnormalities due to excessive screen exposure. This is a result of prolonged digital stimulation in place of real-world interaction and sensory play which is essential in the developmental years. However this does not mean that screens ‘cause’ autism but that excessive screen time can disrupt neurotypical development, closely resembling symptoms of autism.
While visual autism is not an official diagnosis, yet, it highlights the risks of digital overexposure. Dr Zamfir, introduced the concept of virtual autism, who observed toddlers presenting symptoms similar to childhood autistic disorder. These include avoidance of eye contact, difficulty understanding social cues and delays in development. Several studies reinforced the cause of these symptoms to be excessive screen exposure, however reviews have also found that these symptoms are reversible.
What experts say
Dr Dimitri Christakis, professor of paediatrics, in one of a panel discussion talks about children’s early development. As one of the lead authors on the American Academy of Pediatrics Media on Young Minds statement, he endorses no screen use before 18 months and even after, a very controlled use of it. He explains that even though we see children engage with a screen in one way or another, they are not actually transferring any of that knowledge into their real world. In order for children to learn and grow they need to spend time and form experiences in the world in which they actually live. Excessive screen time, even if educational in nature, leads them to miss out on physical and imaginative play and much needed social interaction.
The brain needs faces
During infancy and childhood, the brain develops at a breathtaking phase (quite literally) forming millions of new neuronal connections, shaping the core of emotional growth, cognitive development and social learning. Neural circuits which are responsible for language, emotions, empathy, and speaking are not prewired and instead depend on interactive early experiences. Activities as simple as playing peek-a-boo, mimicking sounds and responding to a familiar voice spark different areas in the brain and stimulate activity. These repetitive exchanges help strengthen neural pathways and lay down the foundation for lifelong growth. Screen based content, no matter how informative, does not provide the child with real-time social feedback as needed.
Red flags to look out for
Children with virtual autism may exhibit:
- Delay in speech
- Difficulty maintaining eye contact
- Short attention span
- Reduced interest in playing with others
- Uninterested in surrounding environments
- Repetitive behaviours
What sets apart traditional ASD from virtual autism is that these symptoms improve significantly when screen time is reduced and replaced with real world activities. Children show significant cognitive gains with a digital detox.
Living in the age of algorithms it becomes easy to mistake stimulation for connectivity. The issue lies not in the use of technology but in when and how it’s used, especially in the most sensitive years of growth. Children do need entertainment but not as a substitute for human presence. When the primal years of life are replaced with glitching pixels, the cost isn’t just problems in development but a loss of something profoundly just human. This sensitive window shows us that the most essential tool for children’s development is not technology or apps. It’s us, imperfect adults who they need the most.
Varshini Selvakumar is a clinical psychology graduate from India. She has a passion for exploring the intersection of mental health, culture, developmental well-being and neurodiversity.