Author: Emeritus Professor Eunice Lumsden
Author title: Editor
Description: Eunice Lumsden, Editor, discusses the importance of reflecting on our role in caring for babies and supporting families.

Author: Emily J. Goodacre and Jenny Gibson
Author title: Emily J. Goodacre, Postdoctoral affiliate, PEDAL Research Centre, University of Cambridge, England
Jenny Gibson, Professor of Neurodiversity and Developmental Psychology, Faculty of Education, University of Cambridge, England
Description: The use of AI by parents and professionals is explored and recommendations given around AI use for professionals working in the critical 1001 days

Author: Will Maurer
Author title: Will Maurer, Executive Director, Children’s Media Research and Reform Lab (CMRRL), USA Acknowledgements, Dr. Jacqueline Harding, England Jacquelyn Fishman; Brigitte Hix, M.Ed., USA
Description: Few subjects generate more anxiety for parents, or more conflicting advice, than screen time use for children under two. Most major health organizations advise against screen use before 18 to 24 months. The research that influences that guidance is built from a strong foundation. Abstinence-only advice, however, offers nothing for the moments when the edict of “no screens” is not compatible with the reality of a family’s circumstances. This article sets out what the research supports and where it is both confusing and contested. What a child is viewing on screen and whether there is a caregiver attending alongside them is what matters most, which is why preparing every parent, caregiver, and practitioner with screen time literacy skills and tools from the start is foundational.

Author: Danielle Matthews, Colin Bannard, Silke Fricke, Penny Levickis, Cristina McKean, Julian Pine, Gideon Salter, Kiera Solaiman
Author title:
Danielle Matthews, School of Psychology, University of Sheffield, England Colin Bannard, Department of Linguistics and English Language, University of Manchester, England
Silke Fricke, School of Allied Health Professions, Pharmacy, Nursing and Midwifery, University of Sheffield, England
Penny Levickis, REEaCh Centre, Faculty of Education, University of Melbourne, Australia
Cristina McKean, Department of Education, University of Oxford, England
Julian Pine, Department of Psychology, University of Liverpool, England
Gideon Salter, School of Psychology, Liverpool Hope University, England
Kiera Solaiman, School of Psychology, University of Sheffield, England

Description: The Social Gradient in Child Language: Socioeconomic disparities in language development emerge early in childhood, typically becoming measurable around 18 months of age.

• Infancy as an Important Window: A digital parenting intervention delivered during infancy (9–19 months) successfully increased parental linguistic responsiveness and boosted child language outcomes among non-university-educated families, effectively preventing the emergence of the socioeconomic language gradient.
• Age-Specific Sensitivity: The same digital model evaluated during toddlerhood (28–37 months) showed no significant effect on parent or child outcomes, suggesting that tuning intervention timing and adaptation to developmental stage are critical.
• Implementation and Universal Delivery: Both services achieved high parent satisfaction and acceptability (96% recommendation rate). Integrating evidence-based digital parenting tools into Family Hubs and universal early years health services offers a scalable, cost-effective route to supporting early home learning environments.

Author: Dr. Qonitah Gibrata
Author title: Medical Doctor, Psychiatry Resident, Al Amal Psychiatric Hospital, Dubai, United Arab Emirates
Description: Infants today grow up in digital environments where screens are common in everyday life. Evidence shows that unmonitored or excessive screen exposure can affect early cognitive, social, emotional, and physical development (Kar et al., 2025). However, when digital tools are high-quality, age-appropriate, and co-used with caregivers, they can support learning and confidence in caregivers. Key messages for practitioners include: prioritising responsive interactions over screen use, guiding families on intentional and brief digital experiences, maintaining screen-free routines for sleep, meals, and play, and modelling mindful technology use. By translating research into practical guidance, practitioners can help families create balanced and enriching environments that support infants’ development in the first 1001 days.

Author: Dr Amanda Gummer
Author title:  Research psychologist: Founder of FUNdamentally Children and the Good Play Guide, England
Description: Parents are increasingly expected to navigate competing advice about screen time, educational toys and children’s digital experiences. Rules based solely on time, product categories or marketing claims rarely reflect the complexity of young children’s development or family life. This article introduces three complementary frameworks that practitioners can use to support more informed conversations with parents: the Balanced Play Pyramid; a developmental approach to assessing toys and play resources; the Children’s Digital Wellbeing Framework. It argues that the value of an activity depends on what the child is doing, the quality and context of the experience, and what may be displaced by it. Particular attention is given to physical exploration, responsive relationships and varied play during the earliest years. Practical questions are provided to help professionals support parents without adding to guilt or presenting one- size-fits-all solutions.

Author: Principal Investigators and Co-Authors (alphabetically): Clayton, C., Clayton, R., , James, R., Sheppard, A. and Wolffsohn, J. S., Funding Body: 1001 Critical Days Foundation
Review by: Emeritus Professor Eunice Lumsden, Northampton, England
Author title: Principal Investigators and Co-Authors (alphabetically): Clayton, C., Leeds Trinity University, Clayton, R., University of Leeds, James, R., Loughborough University, Sheppard, A. and Wolffsohn, J. S., Aston University.
Description: Screen time is now embeded in modern society and family life, with over 50% of babies engaging with screens at 12 months and around one third by six months. Research evidence suggests that exposure is associated with parents’ and carers’ smart phone and digital device use, as well as parental educational attainment and socioeconomic circumstances. Drawing on the findings of this systematic review, this article suggests guidance on how practitioners could use the findings in their work with families.

Author: Dr Giorgio Tamburlini Emeritus, Professor Eunice Lumsden
Author title: CEO of the Centro per la Salute delle Bambine e dei Bambini in Trieste.
Description: This article presents the conversation between Emeritus Professor Eunice Lumsden OBE and Dr Giorgio Tamburlini on his extensive career in clinical community health and his leadership of international health programmes. Spanning more than fifty years, his work has positioned him as a pioneer of Early Childhood Development, consistently championing the importance of investment in children from the very beginning of life. Beyond advocacy, Dr Tamburlini has played a leadership role in shaping practice in Italy through his position as CEO of the Centro per la Salute delle Bambine e dei Bambini in Trieste.

Author: Dr Helen Simmons and Dearbháil Maguire
Author title: Dearbháil Maguire, Lead Family Support Worker, Northern Ireland
Description: As digital technologies become an increasingly common part of family life, practitioners are exploring how they can be used to support babies’ development, communication, and wellbeing. In conversation with Dr Helen Simmons, Dearbháil Maguire reflects on her work with babies and families, highlighting how digital resources can complement sensory, relational, and research informed approaches to early childhood practice.