As parents in Thailand and around the world grapple with how much “screen time” is too much for their children, new research and expert opinions are challenging our traditional understanding of what counts as screen time, especially in the era of podcasts, audiobooks, and smart speakers. With children now exposed to a wide range of digital media from an early age—not just tablets and televisions, but also audio-only content—educators, health professionals, and parents are wrestling with an urgent question: Is listening to a podcast the same as watching YouTube, and should it count towards children’s daily screen time limits?
This debate is not academic. It shapes how Thai households, schools, and policymakers respond to the rapid evolution of children’s digital media consumption. Official guidelines, such as those from the American Academy of Pediatrics and Thai Ministry of Public Health, have historically focused primarily on limiting time spent “in front of a screen”—be it a TV, computer, or smartphone. But as highlighted in a recent episode of Slate’s “Care and Feeding” parenting podcast, and corroborated by multiple new research studies, the line between “Onscreen” and “Offscreen” media may be blurrier than ever. The question posed: are podcasts, which do not involve active visual engagement, technically considered screen time? And are Thai parents or their children missing out if certain trendy YouTubers aren’t part of the daily routine?
To understand why these questions matter in the Thai context, consider the evolving digital landscape. According to the “Common Sense Census: Media Use by Kids Zero to Eight (2025),” children’s access to personal devices has skyrocketed—40% of children in developed countries have their own tablet by the age of two, and nearly a quarter have a personal cellphone by age eight. In urban Thailand, where smartphone and tablet penetration continues to climb, these trends are accelerating, especially since the pandemic-era boom in remote learning and digital play (Common Sense Media). What parents and educators choose to classify as screen time, and more importantly, how they decide what is beneficial or potentially harmful, has deep implications for how Thai children develop cognitive, social, and cultural skills.
Recent studies reaffirm that not all media exposure is equal. The 2025 Census report from Common Sense Media notes that children’s average daily screen time is holding steady at 2.5 hours, but the content mix is changing: gaming time has surged by 65% in four years, traditional television is waning, and short-form video platforms like YouTube Shorts are on the rise. This complexity is mirrored in Thailand, where digital video consumption—even among preschoolers—has been rising in both Thai and English language content. Paradoxically, as screen-based options proliferate, some parents are seeking screen-free alternatives that still offer educational or entertainment value.
This is where audio media, such as podcasts, come in. A new report from the Education Development Center (EDC), a U.S.-based nonprofit focused on education innovation, sheds light on the unique benefits of podcasts for families. Polling over one hundred low-income families, the study found that children who listened to podcasts often engaged in creative, off-screen activities—dancing, acting out stories, or drawing scenes inspired by what they heard (EdSurge). Naomi Hupert, director of the Center for Children and Technology at EDC, stresses that these behaviors suggest podcasts can boost child development by nurturing imagination and encouraging interactive play, rather than passive consumption.
Moreover, listening to podcasts together can foster intergenerational learning. In interviews conducted for the EdSurge article, family scientists noted that shared podcast listening (such as while driving or cooking dinner) prompts conversations between parents and children and mirrors the bonding effect of traditional family mealtimes. Thai families, who often emphasize collective activities and learning by doing, may find that podcasts align well with local cultural values around shared experience.
But what does the research say about classifying podcasts as screen time? Most experts advise that podcasts and other audio-only media should not be lumped together with visual digital content. Kaitlin Tiches, a medical librarian at Boston Children’s Hospital’s Digital Wellness Lab, recommends refocusing from simply counting screen minutes to thinking critically about the actual content and experience. “We need to reframe the conversation; it’s not how much time they are spending on [a device] but what they are doing with it,” she explains. For example, a child dancing to a music podcast or storytelling show is engaging both body and mind, unlike passively viewing endless fast-cut YouTube clips.
Nonetheless, not all podcasts are created equal; some are more educational than others, and parents still need to monitor quality. Kate Blocker, director of research and programs at the Institute of Digital Media and Child Development, suggests that co-listening—whether casually while in the next room, or actively discussing afterward—is far preferable to unsupervised, solitary media consumption for younger children (EdSurge). For Thai parents, this advice matches a broader emphasis on parental involvement and the guiding role elders play in early childhood education.
Should podcasts be seen as an antidote to “too much screen time”? A growing number of educators argue yes. A Forbes analysis of podcasting’s boom for children’s learning notes that podcasts can help children develop auditory skills, new vocabulary, and longer attention spans (Forbes). These skills often translate to improved listening and speaking outcomes, which are especially valuable in bilingual households or regions of Thailand where English is being learned as a second language. A recent study cited in the Economic Times of India even suggests podcasts can foster imaginative play and family bonding, a welcome counterbalance to the isolating tendencies associated with excessive solo screen time (Economic Times).
Yet, there are caveats. Experts caution that simply substituting one form of media for another is not a universal solution, and that the boundaries between “good” and “bad” screen time are not always clear-cut. Sherri Hope Culver, director of the Center for Media and Information Literacy at Temple University, warns against a simplistic binary. “It’s one thing to say, ‘This is good media and this is bad media,’” she notes. “It’s better to have a conversation with the child: why you picked something, what makes it valuable, and to point out things in an age-appropriate way.” In Thailand, where respect for adult guidance is a strong cultural value, applying this model of collaborative, reflective media use aligns closely with traditional norms of learning by discussion and example.
From a Thai policy perspective, the Ministry of Digital Economy and Society has recently highlighted rising digital literacy as a national priority, recognizing that with increased access comes the need for critical evaluation and mindful use. Schools across Bangkok and regional centers have piloted “media literacy” curricula, and hospitals such as Queen Sirikit National Institute of Child Health have begun offering advice to parents on balancing digital and non-digital play. As both research and expert advice emphasize, there is no one-size-fits-all formula—what matters most is context, content, and the presence of supportive adults.
Looking to the future, the trend lines are clear. As households continue to adopt new technologies from smart speakers to educational apps, defining and regulating “screen time” must grow more nuanced. The traditional notion of banning screens wholesale is increasingly unrealistic for urban Thai families, who rely on digital media both for education and daily logistics. Instead, the focus is shifting toward what researchers call “media mentoring”—helping children develop their own sense of discernment and healthy habits, a skill set that will serve them throughout life’s digital landscape.
For Thai parents and caregivers navigating these changes, the best course is to move beyond the stopwatch approach to screen time, and instead concentrate on the “how” and “what” of digital media. That means:
- Engaging in shared listening and viewing whenever possible, encouraging children to discuss and reflect on what they hear or see.
- Vetting content for quality and age-appropriateness, using resources such as Common Sense Media’s ratings and guidance.
- Favoring podcasts and audiobooks for downtime or travel, especially as a creative, language-rich alternative to passive video viewing.
- Modeling balanced digital behavior, mixing screen-based activities with abundant off-screen play, outdoor experiences, and traditional Thai storytelling.
- Building family routines—such as media-free meals or shared listening hours—that echo Thai cultural strengths in togetherness and conversation.
For educators, policymakers, and families nationwide, the challenge is not to vilify screens, but to cultivate thoughtful, healthy media habits from the earliest age. By recognizing that not all “screen time” is created equal—and giving audio-based media its due—Thai society can better prepare children for both the benefits and pitfalls of our increasingly connected future.
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