Prof Mudita Raj
ashokogra@gmail.com
Step into any Indian home today and a quiet transformation is hard to miss. A child sits curled up on a sofa, not with a storybook but with a smartphone. The soft glow of the screen reflects in their eyes, outside, the sounds of street cricket and evening laughter fades away.
India is no longer just a country of shared courtyards and bedtime stories narrated by grandparents. It is also a nation of high-speed internet, viral videos, and evolving digital identities. As of early 2026, India has nearly 958 million active internet users. This is not merely an expansion of access but a deep integration of technology into everyday life. A significant share of this digital population is young. Children account for roughly 14 percent of India’s population, translating into more than 100 million young users navigating an increasingly connected world.
Among adolescents and young adults, digital engagement is even more pronounced. Around 57 percent of individuals aged 15 to 24 actively use AI-enabled services, shaping how they learn, interact, and perceive reality. Evenings that were once defined by conversation, shared meals, and unstructured play are now punctuated by notifications and digital interactions. As educationist Anuradha Sahasrabudhe observes, children internalise what they repeatedly experience, not what they are occasionally told. In a world where repeated exposure is increasingly digital, the implications for growth and identity are profound.
This shift has left many parents grappling with new questions. What does a healthy childhood look like today? How much exposure is too much? And perhaps most importantly, how does one guide a child through a world that even adults are still trying to understand?
When the digital world becomes an everyday reality, children do not simply consume content, they learn from it. Through observational learning, behaviour is shaped by watching others, especially those perceived as successful or admired.
Social media, therefore, becomes more than entertainment. It acts as a powerful template for behaviour and self-perception. Children observe and internalise these cues. Over time, these patterns influence beliefs, aspirations, and identity.
Research by the All India Institute of Medical Sciences (AIIMS), Delhi, has raised concerns about increasing screen dependency among adolescents, linking excessive use to sleep disturbances, irritability, and reduced attention spans. These effects are not always immediate or visible, but they gradually shape how children think, feel, and respond to the world around them.
In response, many parents instinctively turn to control. Screen time limits are imposed, applications restricted, devices taken away as punishment or precaution. While these measures may offer temporary relief, they often fail to address the deeper issue. Restriction alone cannot prepare children for something that will inevitably be part of their lives.
A report by the National Institute of Mental Health and Neurosciences (NIMHANS) suggests that abrupt restriction without explanation can lead to increased resistance and secrecy among children. Those who are controlled rather than guided may struggle to develop self-regulation when left unsupervised. The challenge, therefore, is not to eliminate influence but to help children understand it.
An uncomfortable truth lies at the heart of this discussion. Adults themselves are not immune to the pull of digital platforms. Children observe these behaviours closely. They learn not only from what they are told, but from what they see. In this sense, digital habits are shared within a household. They are shaped collectively.
If restriction is insufficient, the role of a parent must evolve from control to guidance.
Guidance begins with involvement. Instead of imposing rules in isolation, parents can include children in the process. Conversations about why certain limits exist make those limits more meaningful. A child who understands the impact of excessive screen use is more likely to respect boundaries than one who simply follows instructions. Child development expert Shefali Tsabary underscores this shift, stating, “conscious parenting is not about controlling the child, but about connecting with their inner world.”
Across many Indian homes, small yet significant changes are emerging. Families are creating device-free spaces. Dining tables are being reclaimed for conversation rather than consumption. Evenings are being set aside for shared activities, where attention is directed towards one another rather than towards screens. These practices may seem simple, but they reintroduce something essential: presence.
Another crucial aspect of guidance is awareness. Children today interact with systems designed to capture and retain attention. Algorithms curate what they see, often reinforcing patterns that keep them engaged for longer durations. Explaining this to children can be empowering. When they understand that their digital environment is not neutral but curated, they begin to question it. They learn to distinguish between reality and representation.
Organisations like UNICEF India emphasise that children benefit most when digital access is combined with guidance, supervision, and open dialogue. The goal is not to eliminate technology but to ensure that children learn to engage with it mindfully.
This awareness must also extend to emotions. Social media platforms often foster comparison, where self-worth becomes tied to validation metrics such as likes and shares. Parents can counter this by encouraging children to reflect: Does this content inspire or create pressure? Does it foster connection or isolation? Such questions help children develop a conscious relationship with technology. It is important to recognise that technology itself is not the problem. It offers opportunities for learning, creativity, and connection. The challenge lies in ensuring that digital engagement does not replace essential experiences of childhood. Balance, in this context, does not mean equal time online and offline. It means ensuring that screens do not displace play, conversation, rest, and reflection. The responsibility of guiding children does not rest solely on parents. Schools, communities, and policymakers all play a role in shaping digital engagement.
The glow of a screen can isolate or illuminate, distract or inspire. The difference lies not in the technology itself, but in how it is understood and used. As Indian families continue to adapt, the focus must shift from fear to awareness, from restriction to guidance, and from control to connection. In doing so, parenting becomes not just about raising children in a digital world, but about growing alongside them within it.
(The author teaches at Apeejay Institute of Mass Communication, New Delhi)
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