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Today’s conversation sits right at the intersection of childhood development, technology, and a question that is becoming harder for parents to ignore: What might our children need to develop before we hand them a screen?
My guest today is Dr. Kari Stubbs, who holds a PhD in education and has spent her career in K–12 education technology. And that makes her current work particularly interesting. She isn’t approaching this conversation as someone who is anti-technology. Quite the opposite. She understands technology, has worked within it for years, and sees very clearly where the world is headed.
But she also spends her weeks talking with early-childhood leaders and school-district directors, hearing firsthand that children are showing up at school differently than they did a generation ago.
Kari raised her own two children using what she describes as a brain-based approach to movement and development, during a time when screens still largely stayed attached to walls and desks. Today, she argues for something that sounds almost countercultural coming from an education technologist: protecting significant screen-free time during the first five years of life.
Her argument isn’t that technology is bad. It’s that timing matters.
Those first five years are when children are building many of the foundational human capacities they will carry into school, relationships, and eventually the workplace—things like curiosity, adaptability, creativity, self-regulation, and collaboration. And ironically, as artificial intelligence becomes increasingly capable, these deeply human aptitudes may become more valuable, not less.
Kari writes about these ideas in her Substack, The First Five: Before Screens, and today we’re going to explore what the developing brain actually needs from movement, play, relationships, and the physical world—and what may be lost when screens arrive too early or occupy too much of childhood.
Enjoy,
Dr. M
