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Screens Before Pages: Why UK Kids Can't Use Books, And What It Means for New Zealand

  • Writer: Jennifer Kellie
    Jennifer Kellie
  • Apr 5
  • 4 min read

In early 2026, a startling statistic emerged from the UK: nearly one third of children starting school could not handle a physical book properly. Instead of turning pages, they tried to swipe or tap them as if using a digital screen (Sky News, 2026; Kindred Squared, 2026).


The finding came from Kindred Squared’s School Readiness Survey, which highlights how heavy screen exposure is creating developmental gaps in young learners (Kindred Squared, 2026). Although the data is UK-based, it carries an urgent warning for Aotearoa, where children’s screen habits increasingly mirror those trends.


This post explores the research behind these patterns, draws local parallels, and examines what they mean for Kiwi tamariki—along with the steps we can take to respond.


Unpacking the UK Research: Lessons for NZ Classrooms


Kindred Squared surveyed 1,076 UK primary school staff between late October and mid‑November 2025 to assess children’s readiness for reception class (Savanta, 2026; Medbound Times, 2026). The results were concerning: 37% of children starting school in 2025 were unprepared—up from 33% the previous year. Teachers reported spending around 2.4 hours each day helping students with basic skills (Kindred Squared, 2026; Medbound Times, 2026).


The main issue was print awareness. Almost 28% of children mishandled books by swiping or tapping at pages like digital screens (Sky News, 2026). Other challenges included lack of toilet training (26%), weak pencil grip, and poor attention spans (Kindred Squared, 2026).


Screen exposure appears central to the problem. UK children under five now spend an average of 127 minutes a day on screens—more than double the World Health Organisation’s recommended limit of less than one hour for ages 2–5. This overuse is linked to shrinking vocabularies and slower language growth (BBC, 2026; Rise Edu Mag, 2026).



Boy reading from a device

NZ parallels abound. Our Growing Up in New Zealand (GUiNZ) study shows 67% of 2-4-year-olds exceed two hours screen time daily, linking to literacy lags (MSD, n.d.; MSD, 2023).


New Zealand's Mirror: Screens Stealing Kiwi Literacy Foundations


New Zealand doesn’t yet have a Kindred-style swipe survey, but local data shows similar patterns. The Growing Up in New Zealand (GUiNZ) study, which follows more than 6,000 children, has found that high screen use from infancy predicts weaker language, literacy, numeracy, and social skills by ages 5 to 8 (MSD, 2023; MSD, n.d.). Children using screens for more than an hour a day at age two show developmental delays equivalent to about four and a half years (PlayNLearn, 2019).


Reports from teachers mirror findings in the UK, with some tamariki starting school treating books like iPads (Yahoo News NZ, 2026). Early childhood research warns that screen time displaces hands-on book experiences, undermining print knowledge such as page direction and page-turning (Education Hub, 2022).


Māori and Pasifika children face added risks due to socioeconomic deprivation, though strong whānau and cultural practices provide some protection (PlayNLearn, 2019). With New Zealand children now among the world’s heaviest screen users, the UK’s experience offers a likely preview of what lies ahead (AUT, 2024).


Global studies reinforce: print books outperform e-books for preschool print awareness (PMC, 2026; Academia, 2013).


Concerns for Aotearoa: A Literacy Crisis Brewing?

This trend puts New Zealand’s equity goals at risk. Foundational print literacy is the basis for learning to read in both te reo Māori and English, and gaps in these skills most severely affect children in underserved communities (Education Hub, 2022). Teachers are already stretched managing foundational skills, which adds pressure to early childhood–school transitions (School News NZ, 2026).


The Growing Up in New Zealand (GUiNZ) study warns that weak early literacy can have lifelong effects—lower academic achievement, increased hyperactivity and mental health challenges, and a higher risk of obesity (MSD, n.d.). As education becomes increasingly digital, children need a blend of print and online literacy skills; without solid print fluency, they are at a real disadvantage (PMC, 2026). Declining PISA literacy results underline the urgency of addressing this issue (Inside Government NZ, n.d.).


What NZ Needs to Do: He Aha Ngā Mahi?


  • Follow WHO Limits: Zero screens <2s; <1hr 2-5s. AUT urges age-based bans (AUT, 2024; PlayNLearn, 2019).

  • Whānau Reading: Daily pēpi-books; model print use. Libraries offer free access.

  • Screen Smarts: Co-view only; no bedrooms/devices at meals (MSD, 2019).

  • ECE Priority: Te Whāriki mandates play over tech; multisensory literacy programs (Education Hub, 2022; Academia, 2013).

  • Government Action: Fund whānau workshops, national guidelines like UK's (BBC, 2026).

  • Community Hui: Schools/ECE collaborate on readiness checks.


The UK's swipe struggle is NZ's call to action. Prioritise pages over pixels for tamariki thriving.


References

Academia. (2013). Use of electronic storybooks to promote print awareness in preschoolers who are living in poverty [PDF]. https://www.academia.edu/94180413/Use_of_Electronic_Storybooks_to_Promote_Print_Awareness_in_Preschoolers_who_are_Living_in_Pove...


AUT. (2024, May 22). Reducing high screen time for NZ kids. https://www.aut.ac.nz/news/stories/reducing-high-screen-time-for-nz-kids


BBC. (2026, January 11). Parents of under-fives to be offered screen time guidance. https://www.bbc.com/news/articles/c041e9xn3leo


Education Hub. (2022, January 30). Digital technologies in early childhood education. https://theeducationhub.org.nz/digital-technologies-in-early-childhood-education/



Medbound Times. (2026, January 22). UK Kindred survey: 37% of children not school ready. https://www.medboundtimes.com/fitness-and-wellness/uk-kindred-survey-37-percent-children-not-ready-school



MSD. (2019, January 16). Effects of screen time on preschool health and development. https://www.msd.govt.nz/about-msd-and-our-work/publications-resources/research/screen-time-on-preschoolers/index.html



PlayNLearn. (2019, April 28). The impact of screen time in children and how to manage it. https://campaign.playnlearn.co.nz/blog/the-impact-of-screen-time-in-children-and-how-to-manage-it


PMC. (2026, January 13). The impact of screen exposure on early literacy skills of preschool children. https://pmc.ncbi.nlm.nih.gov/articles/PMC12847345/


RiseEduMag. (2026, January 11). UK gov to publish guidance on under 5s' screen time. https://www.riseedumag.com/uk-gov-to-publish-guidance-on-under-5s-screen-time/


Savanta. (2026, January 25). School readiness research 2025 – Kindred Squared. https://savanta.com/knowledge-centre/press-and-polls/school-readiness-research-2025-kindred-squared-22-january-2026/


School News NZ. (2026, February). School readiness survey shows alarming deficit in students' foundational skills. https://www.schoolnews.co.nz/2026/02/school-readiness-survey-shows-alarming-deficit-in-students-foundational-skills/


Sky News. (2026, January 21). Nearly a third of kids can't use books when starting school. https://news.sky.com/story/nearly-a-third-of-kids-cant-use-books-when-starting-school-and-try-to-swipe-them-like-phones-13497398


Yahoo News NZ. (2026, January 25). Children starting school are trying to swipe books. https://nz.news.yahoo.com/children-starting-school-trying-swipe-140000519.html


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