“Turn it off” tells your child to stop watching or playing. It does not tell them what to do afterward.
A screen time transition is the move from a video, TV show, game or app to another activity. Before your child starts, agree on when they will stop, where the device will go and what they will do afterward.
For example: “You can watch this episode. When the credits start, put the tablet on the shelf. Then you can draw at the table while I make dinner.”
If screens help while you cook, work or care for someone else, the activity afterward needs to fit that same situation.
These examples are for school-age children using screens for fun. Choose one phrase that fits your child's next screen activity; you do not need to learn them all. Change the words to suit your child. A phrase may make your plan clearer, but it cannot promise that your child will agree or feel happy about stopping.
Devices may also help your child communicate, do schoolwork or meet medical or disability-related needs. Keep those uses available based on your child's needs and any professional guidance they receive.
Need a phrase right now?
Use the line that fits the moment, then adapt the details:
- Before a video: “When this episode ends, the tablet goes on the shelf. Then you can draw at the table.”
- At the agreed stopping point: “The episode is finished. It's time to put the tablet away.”
- If your child is upset: “You wanted more time. I am here. We can talk when you are ready.”
Want the four key moments in one place? Print the free one-page Screen-Time Ending Card and fill in your own stopping cue, save step, and next activity.
If you did not agree on an ending beforehand, don't say that you did. Try: “I didn't explain the plan before you started. We need to stop for dinner now. I'll help you save and close the game.” Use the longer sections below to plan the next time.
Before screen time starts: choose an activity for afterward
Pick something your child can do with the space, supplies and adult help available. If you are cooking dinner, an activity that needs your full attention may not work.
Set out suitable paper, books or other materials before your child finishes watching or playing. Think about what your child can do and how much supervision they need.
If another adult will help your child stop using the screen, agree on two jobs: who will set out the supplies, and who will be available to help your child start the next activity.
For broader planning, the American Academy of Pediatrics recommends a family media plan that fits your household. Discuss it with your children, include adults and update it as your family's needs change. Its guidance also covers turning off autoplay, which starts another video automatically.
The phrases below are our own examples. They are not AAP scripts or an endorsement of Parent Reset Co.
Before screen time starts: agree on when it will stop
Name a stopping point your child can recognize. For a TV episode, that could be the credits—the list of names shown at the end.
“You can watch this episode. When the credits start, put the tablet on the shelf. Then you can draw at the table.”
For a game, check how your child saves their progress and exits before setting a stop time. Avoid promising “one more round” if neither of you knows how long a round takes.
“Before you start playing, show me how you save and close the game. We need to stop playing by dinner. Let's choose a place in the game where you can save and stop before then.”
If that game will not fit the time available, choose a different activity or plan to play the game another time.
When screen time is nearly over: remind your child when to stop
Refer to the plan you made before the video or game started:
“This episode is almost over. When the credits start, put the tablet on the shelf. Your drawing paper is ready at the table.”
If a timer or written reminder helps your child, agree on how you will use it before screen time starts. You may still need to help your child put the device away and begin another activity.
If you forgot to turn off autoplay, change that setting yourself. Before your child's next video, check that another video will not start automatically.
When screen time ends: explain where the device goes and what happens next
Repeat the plan, then offer a choice you can follow through on:
“That episode is finished. Put the tablet on the shelf now. Would you like pencils or markers for drawing at the table?”
Only offer choices that are available and suitable for your child. If there is no choice at that moment, say what needs to happen:
“It is time to leave. I will put the tablet in the bag. Put your shoes on, and I will help if you need me.”
Use fewer words if that helps your child understand. You can also show them where the device goes or point to the next activity. Adapt the words and reminders to how your child communicates.
If your child wants more time to finish a video or game
Name what your child wanted and remind them of the agreed stop time:
“You wanted to keep playing. It is time to save and close the game, as we agreed. Before you play again, let's check how much time you need to finish a round.”
If you realize you misunderstood how the game saves, acknowledge your mistake:
“I did not check how to save your game. Let's see what you need to do to save it. Next time, we will leave time for that before dinner.”
Whether you can allow extra time to save depends on the situation, the time available and your child's needs. Review the saving steps before they play again so both of you know what to expect.
If your child is too upset to talk after screen time ends
The American Academy of Pediatrics advises using brief words rather than a lecture during a screen-time upset. Focus on your child's safety and support:
“You are upset that the video is over. I am here. We can talk when you are ready.”
Your child may need you nearby, some space or another kind of support. Respond to their needs. A prepared phrase cannot cover every situation or every child's way of communicating.
If ending screen time leads to intense distress nearly every time, or you are worried about changes in sleep, eating or social activities, discuss your concerns with your child's pediatrician. The AAP guidance above describes these as reasons to seek individual help. More scripts may not be the help your family needs.
After your child has settled: review the screen-time plan
Ask about the part that was difficult:
“What was hardest: stopping in that part of the game, putting the tablet away or finding something to do afterward?”
Change one part of the plan if needed. You could choose a different place to stop the game, set out an activity earlier or arrange for an adult to help.
Look at what happened, not just whether your child was quiet. Was the stopping point clear? Were the supplies ready? Was someone available if your child needed help?
Write a plan for your child's next screen-time activity
Here is a made-up example to show how the plan works. It is an original example for this article, not a page from our paid guide or a family's reported result.
- Screen activity: Watch one episode on the tablet while dinner is being made.
- When to stop: When the credits start at the end of that episode.
- Reminder: The supervising adult says, “The episode is almost over. When the credits start, put the tablet on the shelf.”
- Where the device goes: On the shelf beside the table.
- Activity afterward: Draw at the table with paper and suitable pencils already set out.
- Adult preparation and help: The supervising adult sets out the supplies before the episode starts. They stay nearby and can help with the tablet and drawing materials. This plan only fits if they can provide the help this child needs while cooking.
- What to discuss later: Was it clear when to stop watching? Could the child start drawing with the help available?
Use these questions to make your own plan:
What will your child watch or play? ____________________
When will your child stop watching or playing? ____________________
How will you remind your child that screen time is almost over? ____________________
Where will the device go, or who will turn off the TV? ____________________
What will your child do after screen time, and what supplies will they need? ____________________
Who will prepare those supplies and help your child start the activity? ____________________
What will you discuss with your child afterward to see whether the plan needs to change? ____________________
To make a broader family routine now, copy the free Family Media Agreement template on the page; no signup is needed. If you want the printable emailed to you, request the free Family Media Agreement. That signup also includes occasional parenting tips and offers. You can unsubscribe at any time.
For a complete arrival-to-dinner example, see the after-school screen-time routine for ages 6–12. It shows where a screen slot can fit, how to set a stopping point and what to prepare next.
If you want a practice plan, more words to try and activity ideas with notes on adult help, explore The Screen Time Reset.
For your child's next video or game, choose when they will stop and what they will do afterward. Put both parts into one short phrase your child can understand.