Based on my own experiences and internal states, I would still observe that "screen time" tends to have problems at a very low sensory level, in that even when you're doing something educational, you still have the problem that relatively tiny inputs tend to produce outsized sensory effects compared to what the rest of the world yields. I have to admit I cringe a tiny bit when my kids are playing their mandatory educational games and they correctly add two numbers together, and they get a loud chicken squawk and an animation. That's not how the real world works, you do not get loud sounds and animations simply for adding two numbers together. Even if your forebrain is getting trained in something useful like numbers, you can still be feeding dubious input to the lower-level brain systems.
But, that said, screens are a part of the modern world and they must be learned to be dealt with, and it's still better to have something interactive and productive be the bulk of the time than mere flashy empty calories. I'd even distinguish between good video that you engage with, think about, try to guess what's next, think about what makes it work, and video where it's merely flashy-flash bang-boom entertainment. There's a time and a place for the latter; we all need R&R, but it's not large.
There is a way to recover some value even from the over-stimulative nature of the media, which is that as they grow up, they're going to be under attack by advertisers and journalists (but I repeat myself) who abuse overstimulation as much as they possibly can to convince you to do something that costs you but benefits them by overloading your brain, basically. Some training and practice in resisting such things is helpful.