Limiting Screens in Schools

Developing Effective Communicators

One of the core goals outlined in our mission is to develop effective communicators for a new era. But what does this mean at PRIME?

To prepare for the future, students must develop the ability to think analytically and creatively, solve problems, listen actively, engage meaningfully, and communicate effectively. These are all skills that begin not on a screen, but through interpersonal connections, real-life experiences, and collaborative learning. By mastering problem-solving skills and maintaining a growth mindset from an early age, our students ready themselves for high school, college, and beyond.

In Dr. Maria Montessori’s vision for education, she emphasized the importance of guiding children so that they have the skills they need to enter the real world. So how do we manage to support all of the amazing abilities above while also preparing them to navigate a society inundated by screens?

Why Limit Screens in Schools?

At Prime Foundation Montessori, we are deeply committed to maintaining limited exposure to screens and devices in our classrooms. These spaces are intentionally designed to protect children’s natural curiosity and love of learning through exploration. We believe it is essential for children to build a strong foundation through hands-on materials, outdoor education, and close personal connections before introducing them to the ever-growing influence of technology.

Research supports our approach to technology in early childhood. For instance, the CDC recommends no exposure to screens for children under the age of two, aside from video calls with family (CDC). Numerous studies have documented the potential negative effects of excessive screen time on children’s development, including impacts on attention spans, sleep patterns, self-esteem, and social skills (Child Psychiatry Today). Even prominent technology executives have publicly stated that they limit their own children’s use of devices at home (Business Insider).

Screen-Free Environments for ycc and primary

Our YCC and Primary classrooms are all screen-free environments. Children benefit from being screen-free as it encourages creativity, social interaction, and healthier physical and mental development.

Exploration is emphasized in Montessori classrooms. Children are encouraged to follow their interests, decide how to demonstrate their learning, and share their discoveries with their peers. By learning at a young age to manage their time and think creatively, many Montessori children develop to be thought leaders in the adult world, especially in science, engineering, technology, and mathematics. Montessori truly fosters innovation.

Digital Literacy

In our Elementary Program, we introduce limited and intentional use of technology to support purposeful learning. Computers are not used to practice math or reading, nor do we use gamified platforms that employ external incentives to motivate learning. As children move through our program, we emphasize digital literacy and digital citizenship helping students learn to engage responsibly, productively, and meaningfully when using technology. This includes understanding how technology works and applying it to find, evaluate, create, and share information.

Our Elementary classroom has a single desktop computer for research purposes. Students are encouraged to first explore classroom and library resources before using the computer to conduct further research when additional information is needed. Children are given lessons on how to research effectively on a computer, identify reputable sources, and find organizations in the local community where they can learn more. They learn to use the computer to help plan Going Out trips to learn more about their chosen topics. Students may research destinations for their trip, email or call to schedule their visit, and print out directions to give to their chaperones. Students also explore how other technologies can enhance their work, such as using a digital camera to document outings and using the classroom wall phone to communicate for their Going Outs in the community.

Media Lab

In Elementary, students attend weekly sessions in the Library Media Lab. They learn:

  • Digital Citizenship

  • Internet Safety

  • Keyboarding is introduced to first and second grade students as a foundational motor skill. 

  • Basic computer operations

  • Programs like Microsoft Office

Digital citizenship and internet safety are part of our instruction at every level. Students learn strategies for practicing responsible and appropriate use of technology systems, software, and information. These skills enhance their understanding of classroom lessons and prepare them for future academic and professional endeavors.

Upper Elementary students may also choose to present their research using a digital or printed format, such as a Powerpoint, typed story, or animated video. Technology becomes a tool for deeper learning, enabling students to:

  • Communicate ideas clearly

  • Create and present projects

  • Conduct research

  • Connect with professionals to enrich their studies

Students also use digital tools for practical purposes, such as maintaining business finances, graphing data, or editing documentaries. 

Handwritten work remains an essential practice for many assignments, such as note-taking and first drafts, unless specific tools offer a meaningful benefit.

Cell Phones and Wearable Technology

To help students maintain focus and encourage interpersonal engagement, cell phones and wearable technology are not permitted during the school day. 

Partnership with Families

We understand that our technology policy may differ from many other schools and prevailing cultural norms. However, every decision is guided by our commitment to serving the child’s best interests. We encourage families to explore research on the effects of technology and develop their own home technology agreements. Together, we can ensure that children grow up with a balanced and healthy relationship with technology.