Digital Toys vs Physical Toys: What Research Says

For shared play with a young child, start with books, simple building materials, and pretend-play objects. Studies of infants and toddlers found more conversation with particular traditional toys and print books than with the electronic alternatives studied. For an older child pursuing a specific project, such as programming a robot, choose the digital tools that make that activity possible.

The evidence below covers small comparative studies, AAP recommendations, and WHO guidance for children under 5. Use the age group and activity studied to judge which finding applies to the purchase you are considering. Sources were checked November 2, 2026.

First distinguish electronic toys from screen activities

These categories overlap. A talking plastic toy is both physical and electronic. A coding robot may move around the floor but use software for programming. A book can be read on paper or on a tablet, with very different features in each digital edition.

Compare like activities when applying research: infant play with electronic toys, toddler reading on a tablet, and school-age robot programming involve different tasks and ages. A useful buying decision begins with the activity the child will perform.

For each product, identify who controls the activity, what the child does, how another person can join, and whether a screen is required. Those details make the choice between products more concrete.

What the infant-toy study actually measured

Anna Sosa’s 2016 JAMA Pediatrics study involved 26 parent–infant pairs, with infants aged 10–16 months. It compared 15-minute play sessions at home using electronic toys, traditional toys, and books.

Play materials	Mean adult words per minute
Electronic toys	39.62
Traditional toys	55.56
Books	66.89

Electronic-toy sessions also involved fewer conversational turns and parental responses than the other conditions. The measured outcome was the language exchanged during the play sessions.

These short sessions in a small volunteer sample show how the play format can affect immediate conversation. For a purchase intended for shared infant play, prioritize materials that leave room for the child and caregiver to respond to each other.

What a toddler reading comparison adds

A 2019 Pediatrics study by Munzer and colleagues studied 37 parent–toddler pairs reading print books, basic electronic books, and electronic books enhanced with sound or animation. The laboratory study varied the order of formats and books to make the comparisons more meaningful.

Print reading produced more story-related conversation from toddlers and higher collaboration scores than the two electronic formats. Parents also made fewer comments about operating the format itself. This suggests that interface demands can compete with discussion of the story.

For shared digital reading, pause to discuss pictures and respond to the child’s comments. If operating the controls dominates the session, choose a print edition for that reading time. The study supports this practical focus on the interaction around the story.

AAP advice: choose toys that invite shared play

The AAP’s January 2019 report, Selecting Appropriate Toys for Young Children in the Digital Era, recommends toys that help caregivers and children engage in language, pretend play, problem-solving, and creativity. It cautions that many advertised educational benefits lack evidence and explains that high-quality toys need not be expensive.

When shopping, look for an activity in which the child can invent a story, explain a plan, or invite someone else to participate. Check the required pieces and setup so the intended shared activity can begin when the box is opened.

How the AAP’s 2026 policy changes the discussion

The January 2026 AAP policy on digital ecosystems considers the child, caregivers, product design, and broader social conditions. It recognizes that well-designed digital experiences can support learning and well-being, while designs built to prolong engagement can displace healthy activities.

The AAP notes that much of the media research is observational. Its recommendations consider product design, individual circumstances, and the activities that media use may displace.

The AAP recommends using its 5 Cs framework to discuss media choices. For a toy purchase, these can become practical questions:

Child: Does this activity fit the child’s interests and abilities?
Content: What does the child actually see, hear, and do?
Calm: Is the device becoming the only available way to settle down?
Crowding out: Is it interfering with sleep, movement, or time with people?
Communication: Can the family discuss its use and agree on how to stop?

Use those questions to choose a product and a routine together: when it will be used, who can join, and how the session will end.

WHO guidance for children under 5

The WHO’s 2019 movement, sedentary-behavior, and sleep guidance gives these screen recommendations:

Age	WHO recommendation
Under 1 year	Screen time is not recommended
1 year	Sedentary screen time is not recommended
2 years	No more than 1 hour of sedentary screen time; less is better
3–4 years	No more than 1 hour of sedentary screen time; less is better

WHO places these recommendations within whole-day guidance for children under 5, alongside movement and sleep. It encourages reading and storytelling with a caregiver during sedentary time.

Where a digital or electronic feature can be useful

For an older child interested in robot programming, Makeblock mBot2 supports block coding and Python and is rated 8+. Choose it when the child wants to assemble a robot, write instructions, and revise its behavior, with a compatible device available.

For screen-free coding, Botley 2.0, rated 5+, uses a remote programmer without a tablet or phone. It suits a family seeking a robot activity that keeps the child’s attention on a physical play area.

For accessibility, evaluate the actual controls. Consider whether a child can activate them, adjust sound, see the display, or use an available adaptation. A touch screen is not automatically accessible to every child, just as small building pieces are not accessible to everyone. Individual needs may justify discussing a choice with an occupational therapist or another relevant professional.

Look at what the activity replaces

Look at the actual change in the household routine. Replacing passive viewing with shared drawing on a tablet differs from extending an app session into bedtime. Decide which activity to preserve and where the new toy or device will fit.

For several ordinary days, note the activity, whether it was shared, how it ended, and what followed. Look for practical patterns such as delayed bedtime or a missed opportunity to go outside.

Use what you observe to change one part of the routine: move the activity earlier, choose content with a clear stopping point, or prepare a physical alternative before the session ends. Revisit the routine after several days to see whether the child is sleeping, moving, and spending time with others as intended.

Questions to ask before buying

Ask whether the child can explain what they want to do with the product. Then check the exact age label, required equipment, and whether another person can participate without constantly managing controls.

For a connected product, read the public description of accounts, connectivity, ongoing fees, and what remains usable offline. An app requirement is a practical commitment even when the toy itself looks like an ordinary figure or robot. Confirm those requirements for the model being purchased.

For a physical product, consider piece size, storage, cleanup, and access for younger siblings. Physical construction can be absorbing and useful without being suitable for every household. No category removes the need to examine the individual toy.

For a young child’s shared play, choose a book, building set, or pretend-play object that lets you participate without taking over. Respond to the child’s ideas and keep the routine manageable. For an older child’s digital project, define the task and provide the equipment and time needed to complete it.