BEST PRACTICE
Transitions to school: digital literacy
The Alliance’s Ruth Richardson explores the relationship between the changing digital landscape and preparing children for school
Ruth is an early years development officer, specialising in EYFS/Ofsted, outdoor learning and loose parts play
The Kindred2 School Readiness Survey 2025, which found that 37% of children starting reception are not considered ‘school-ready’, has brought renewed attention to the challenges and opportunities facing young children as they transition into school. Crucially, over half (52%) of those who work in primary schools say that children are spending more than the recommended two hours per day on electronic devices – and this, they argue, is a key factor in why they are not ready for school.
Digital literacy in the early years
With digital experiences increasingly embedded in early childhood, considering screen use in relation to ‘school-readiness' means recognising the evolving role of digital literacy in ways that are both positive and negative.
Many children interact with touchscreens, smart speakers or digital toys long before they encounter a school environment, and digital technology can support communication, through
video calls that strengthen family relationships, for example, or through high-quality stories and songs.
The Kindred2 survey does, however, highlights concerns over:
- reduced conversational turn-taking, often linked to increased passive screen time
- weaker attention and listening skills, which affect interaction and engagement
- lower confidence in expressive language, a key feature of ‘school-readiness’
In the early years, digital literacy should focus on interactive, language-rich experiences: talking about what children see, co-viewing digital content and encouraging them to ask questions, narrate actions and make meaning. The richest digital experiences are those that reinforce communication, not replace it.
The survey also reports rising concerns about emotional regulation, with many children becoming overwhelmed by separation and new routines. Digital technologies can influence this area in positive ways: for example, the use of visual timetables, photos and familiar digital recordings can support predictability and reduce anxiety.
But excessive solo screen time can reduce opportunities for face-to-face social interaction, play and turn-taking, and fast-paced digital content may contribute to challenges with patience, resilience and frustration tolerance. Digital literacy means helping children to:
- understand boundaries
- develop social confidence and self-awareness
- manage emotions linked to digital experiences, such as becoming distressed when stopping a favourite video
Physical development
The survey further highlights increasing delays in self-care skills, independence and fine motor development, as well as a rise in children starting school not fully toilet trained.
Digital use can promote physical development through interactive programmes encouraging gross-motor movement, such as dance, yoga and copying actions. However, prolonged sedentary digital time reduces opportunities for climbing, running, outdoor play and the sensory experiences needed to build coordination. Touchscreens may also replace the hands-on manipulation of real objects needed for fine-motor strength.
Digital literacy in this area is not about avoiding technology but maintaining balance, ensuring that screens do not displace movement, exploration and independence.
Recognising families as learning partners
Parents and carers remain children’s first educators, and this includes guiding early digital habits. Many families underestimate how early digital routines affect communication, behaviour and independence. The survey shows a mismatch between parental confidence and educators’ experiences, particularly around toileting, resilience and screen use.
Early years professionals play a crucial role by providing early, clear and practical advice about ‘school-readiness’ and offering guidance on balanced digital routines to help families understand the importance of joint engagement and real-world play.
Digital literacy is now part of the wider picture of ‘school-readiness’, but it should never overshadow the fundamentals of warm, responsive relationships, language-rich interactions and opportunities for play, movement and developing independence.
When settings and families work together, transitions become positive experiences that prepare children not just for school, but for life in a modern world.
Under 5 magazine
The magazine of the Early Years Alliance