Through a Child’s Eyes: What Smartphones Really Mean to Kids in 2025
In 2025, smartphones aren’t just gadgets for kids. They are lifelines, classrooms, boredom busters, and canvases for creativity.
Yet, as parents and educators, we often see them through the lens of rules, risks, and screen time limits.
What happens when we step into the shoes of a child and look at the phone from their point of view?
Recent studies help us do exactly that, painting a picture of how young people truly use and perceive their devices.
The Four “Jobs” Kids Hire Phones to Do
A June 2025 mixed-methods study of 634 children (ages 6–16) found that kids consistently name four primary benefits of having a phone:
Staying connected and reaching parents in emergencies
Finding information for school and hobbies
Beating boredom
Watching or creating multimedia
Here’s how these “jobs” look through a child’s eyes.
1. The Safety Net
“If I miss the bus, I can call Mom. If something scary happens, I can text Dad.” – 11-year-old survey respondent
For many children, their first phone is introduced as a “safety tool.” In their minds, this isn’t just about emergencies. It is about feeling reassured that they can reach someone they trust at any moment.
📊 Data point: Children who own their own phone emphasize communication and safety far more than those who borrow a parent’s phone, who lean toward entertainment.
Scenario:
Imagine Mia, age 10, walking home from school. She sees a loose dog barking loudly at the corner. Her heart races. She pulls out her phone, not to scroll, but to text her mom: “Can you come get me?” The phone, to her, is a direct line to comfort.
2. The Portable Library
“When I don’t understand my homework, I can look it up.” – 9-year-old
Phones are gateways to instant information, from solving math problems to researching a favorite animal. Kids see them as a kind of “pocket teacher” that doesn’t judge when they ask “too many questions.”
📊 Data point: In a 2025 OECD survey, over half of 15-year-olds spent 30+ hours per week online, with many citing educational research as part of their usage.
Scenario:
Liam, age 12, is building a model volcano for science class. His teacher mentioned “viscosity,” but he forgot what it meant. One quick search later, he’s watching a kid-friendly explainer video and pausing it to take notes for his project.
3. The Boredom Buster
“If I’m waiting for my ride, I play games so it’s not boring.” – 13-year-old
Kids name boredom relief as a major benefit, but researchers note that some boredom is actually good for creativity and reflection. Without guidance, a “boredom buster” can become a “boredom blocker,” erasing opportunities for imaginative play.
Scenario:
Sam, age 8, has 15 minutes before piano lessons. His instinct is to grab his mom’s phone and open a game. But if guided differently, he might snap photos of objects in the room and make up a story, still using technology but in a way that sparks creativity.
4. The Creative Studio
“I make videos with my friends. We don’t post them, we just watch them together.” – 14-year-old
Phones let kids create, not just consume. From stop-motion animations to original music, they can turn downtime into production time. The problem is when creative output shifts to public posting. Research shows public posting correlates with higher anxiety and poorer sleep in tweens.
Scenario:
Jasmine, age 12, uses her phone to record a skit with her younger brother. Instead of uploading to a public platform, they share it in a private family group chat. The creative joy remains without the risks of public exposure.
The Hidden Dynamic: Parental Phone Use
One surprising finding? Parents’ own phone habits matter more than lectures. A 2025 longitudinal study found that frequent parental phone use during child interactions made kids feel ignored or rejected, lowering their emotional well-being over time.
Scenario:
During dinner, Ben, age 9, starts describing a funny story from school. Halfway through, his dad checks a work email. Ben stops talking. The moment passes, not because of his phone, but his dad’s.
What Parents and Teachers Can Do
Acknowledge the “four jobs” – When guiding kids, recognize the legitimate roles phones play in their lives.
Teach safe public sharing habits – Limit public posting until kids understand online permanence and boundaries.
Preserve “good boredom” – Offer alternatives that channel creativity rather than filling every gap with consumption.
Model mindful use – Show them what undivided attention looks like, even in small moments.
Use “boot camps” for first-time owners – A short, guided series on safety, balance, and kindness online.
Sources:
June 2025 mixed-methods study of 634 children (ages 6–16) – Found the four primary benefits kids see in smartphone use and differences between owners and borrowers.
Source: Frontiers in Psychology – Children’s perspectives on mobile phone benefits2025 OECD survey – Found that over half of 15-year-olds spend 30+ hours per week online, often for educational purposes.
Source: OECD – How’s Life for Children in the Digital Age?Boredom research – Emphasized that some boredom is beneficial for creativity and reflection, and that constant entertainment can hinder imaginative play.
Source: Frontiers in Psychology – Children’s perspectives on mobile phone benefitsPublic posting risks – Linked public posting to higher anxiety, poorer sleep, and lower well-being in tweens.
Source: OECD – How’s Life for Children in the Digital Age?Parental phone use effects – Found that frequent parent phone use during interactions made kids feel ignored and lowered their well-being.
Source: University of Wollongong – Research on parental screen time and child development
