# When a Box Is No Longer a Castle: Restoring Wonder in a Screen-Filled World
Early education teacher Hema Khatri argues that children today struggle to engage in imaginative play because screens dominate their leisure time. A cardboard box once sparked hours of creative storytelling and role-play. Now, that same box sits unused while children swipe through apps and videos.
Khatri identifies a real problem in early childhood development. Unstructured imaginative play builds critical cognitive skills, from problem-solving to emotional regulation. When children construct a castle from a box, they practice spatial reasoning, narrative thinking, and peer collaboration. These abilities transfer across subjects and life domains.
The shift away from open-ended play reflects broader patterns in childhood. Screen time for young children has climbed steadily. The American Academy of Pediatrics recommends no more than one hour daily of quality programming for children ages 2 to 5, yet many exceed that threshold. Meanwhile, outdoor play and hands-on construction activities have declined.
Khatri's perspective matters for teachers and parents navigating this tension. She does not call for eliminating screens entirely but for intentional balance. Early educators can reclaim wonder by offering low-tech materials: blocks, cardboard, fabric, natural objects. These tools invite children to direct their own play rather than follow predetermined pathways designed by app developers.
The work falls partly on schools. Classrooms can protect time for unstructured play, resist the pressure to fill every moment with structured academic tasks, and provide abundant open-ended materials. Teachers trained to observe and extend children's play, rather than interrupt it, strengthen imaginative capacity.
Parents also shape the equation. Limiting screen access, modeling extended focus on non-digital activities, and asking open-ended questions about children's imaginative scenarios reinforces the value of wonder.
Restoring