RESEARCH
Discussing digital
We assess the ways to ensure the safety of digital-based play and learning in under-fives, exploring recommendations around screen time
The use of technology in the early years is a bit of a controversial topic, often dividing educators into two clear camps: those for and those against.
In fact, the topic is so huge that not only have debates, articles and a lot of research been dedicated into it, but there’s also been entire pedagogies shaped around the polar views!
Some things to think about
How can we make it safe?
How can early use help children in the wider world?
How can we ensure that tech use doesn’t equal sedentary children?
An Ofcom report in 2023 stated that 87% of three- and four-year-olds go online (e.g. watching video streams on the TV, video sharing platforms, sending messages, social media and playing games), with approximately 20% owning a mobile phone. Linked to this is the concern that some of the risks associated with going online (such as bullying, accessing inappropriate content and taking sexual images) are affecting ever younger children.
So, if we allow young children to use devices, it’s crucial that we take responsibility for managing this by understanding the key risks, how to protect from these, and, most importantly, the best ways to promote safe, healthy and fun online activity.
When should children start going online and using devices?
Ultimately, this is for parents/carers to decide. However, we do know that, in the first five years of a child’s life, the focus should be on developing their communication, language, physical skills and emotional development.
As such, the World Health Organisation recommends children should “sit less and play more”. They recommend no sedentary screen time at all for under two-year-olds. For children aged two- to four-years, a maximum of one hour per day sedentary screen time is recommended (less is better). The main reason for this is that there is much more developmental benefit when children spend their time engaging in things like physical activity, social interactions and exploring literature with an adult, compared to being passive and sat still in front of a screen.
Key principles and actions
1. Decide what devices/apps/games/websites are on shared devices. How will the children benefit from these? Can they obtain these same benefits another, simpler way? Try and offer a varied digital diet (i.e. not all sedentary and passive consumption), including things that promote physical movement and other key areas of child development.
2. Learn about the tech you want children to use. It’s important to know about any age restrictions and any ‘parental’ type settings that you can put in place to protect your child. Controls can be put in place on individual sites, games and apps as well as on devices themselves for things like the amount of time spent online.
3. Talk to the children about their online activity. Find out what they enjoy. Talk to them about how it makes them feel. These initial conversations will help to create open and honest dialogue that helps them feel more able to open up about any worries or concerns they may have.
4. Where possible, engage with children when they are using technology to make it an active, rather than passive, process. Talk to them about what they are doing/watching/ playing. Talk about any skills they are using. Be interested. Ask them to show you what they are doing. Extend their online interests and learning when they’re not on the device.
5. Agree ground rules. How long will they spend on the device? When will devices be used in the day? What happens at the end of this time? What should they do if something makes them feel worried or sad?
Remember that you as educators are the biggest role models for children while they’re in the setting, so agreeing shared rules together can be extremely helpful to ensure everyone is using devices mindfully.