Academic Task 1: The chart below shows the average daily screen time of children in one country, divided into four age groups, in 2010 and 2023. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
IELTS Writing · 7
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The bar chart compares the average number of hours children spent in front of screens each day in 2010 and 2023, across four age groups.
Overall, screen time rose markedly in every group over the period, and older children consistently used screens for longer than younger ones in both years.
In 2010, the youngest children, aged 3 to 5, spent just 1.2 hours per day on screens, while those aged 6 to 8 averaged 1.8 hours. Older children recorded higher figures, with the 9-to-11 group at 2.5 hours and the 12-to-14 group at 3.4 hours, the highest of all.
By 2023, every figure had increased substantially. Screen time for 3-to-5-year-olds doubled to 2.4 hours, and the 6-to-8 group reached 3.6 hours. The most dramatic rises were among older children: 9-to-11-year-olds nearly doubled to 4.8 hours, while 12-to-14-year-olds climbed to 6.2 hours, almost matching the daily figure of younger children combined.
Some people believe that children today spend too much time using screens, and that this is harmful to their development. Others argue that screens are an essential part of modern learning and life. Discuss both views and give your own opinion.
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The amount of time children devote to screens has become a contentious issue. While some commentators view this trend as damaging to young people's growth, others insist that digital devices are now indispensable. In my opinion, although screens offer genuine benefits, excessive use does pose real risks that must be managed.
Those who warn against heavy screen use raise legitimate concerns. Long hours spent on tablets and phones can displace physical activity, contributing to poor fitness and disrupted sleep. Furthermore, constant exposure to fast-paced content may shorten attention spans and reduce the face-to-face interaction through which children develop social skills. Studies linking excessive screen time to anxiety in adolescents lend weight to these fears.
Nevertheless, supporters of technology make a compelling case. Screens are deeply embedded in education, from interactive lessons to online research, and refusing to engage with them would leave children unprepared for a digital workforce. Educational apps and video tutorials can also make learning more accessible and engaging, particularly for those who struggle with traditional methods. Used wisely, devices can broaden horizons rather than narrow them.
In my view, the problem lies not with screens themselves but with how they are used. A child who spends two structured hours learning to code benefits in a way that endless scrolling does not. Therefore, parents and schools should focus on quality and balance, setting clear limits while encouraging purposeful use.
In conclusion, both perspectives contain truth. Screens are a valuable modern tool, but only thoughtful supervision can ensure they support, rather than hinder, a child's development.