Key points:

When using digital technology, it is important to be led by what children will learn and experience.
To integrate technology effectively, devices should be chosen based on the unique experiences and learning opportunities they provide.
As well as considering the benefits of technology use, it is also necessary to ask: “What is this digital experience replacing?”
Choosing when to use technology is as important as the device itself.
The adult’s role is critical.
Focus on the quality of the experience. The impact of technology depends on how, when, and with whom it is used.
In digital pedagogy, inclusion and diversity and access for each child are paramount.
Partnership with families includes building shared understanding of using digital technologies.

When using digital technology, it is important to be led by what children will learn and experience. Digital technology in early years settings takes many forms, including screens, everyday interactive toys, and smart devices using Artificial Intelligence (AI). In their settings, children may have experience of programmable robots, digital microscopes, remote-control vehicles, as well as tablets, interactive whiteboards, and AI-based voice assistants.

To integrate technology effectively, devices should be chosen based on the unique experiences and learning opportunities they provide. Technology should be treated as a tool, with digital devices representing one part of an educator’s wider toolkit. The same level of care should be taken when choosing digital tools as when setting up the role play area or refreshing the book corner with stories that represent children’s lives. Ask yourself: ‘What does this tool make possible for the child?” and “How could technology complement activities?’ For example, a digital microscope lets children see textures that are not visible by eye alone. Programmable robots encourage the children to develop computational thinking and problem-solving skills.

As well as considering the benefits of technology use, it is also necessary to ask: ‘What is this digital experience replacing?’ Imagine two children building a tower with wooden blocks. As they stack, they are talking, learning to work together, improving hand-eye coordination, and discovering how to stay calm if the tower falls. In contrast, playing on a block-building app may lack such rich opportunities for incidental learning and potentially take away time that could be spent practicing other important skills. 

Choosing when to use technology is as important as the device itself. Always consider which experiences might be disrupted by introducing technology. For instance, when capturing a photo for a child’s learning journal, it may be better to wait until an activity has finished than interrupt a moment of social interaction or focused play.

Timing also plays a role during transitions.

    • Because digital tools can be so engaging, using them right before a transition (like ‘tidy-up time’) can make it harder for a child to move to the next task.

Consider how the timing and type of use fits with other activities. If children have been sitting for story time, use tools that encourage movement (such as a Bluetooth speaker to play music for a dance break) rather than moving to a seated digital activity.

The adult’s role is important. The educator’s role is critical in ensuring technology remains a tool for learning and discovery. Digital experiences work best when they are led by children and shared with adults, helping children to connect learning from technology with broad everyday experiences while supporting their overall wellbeing. Because young children learn through sensitive, responsive relationships, it is essential to maintain back-and-forth interactions while using digital tools. By joining and guiding the process with open-ended questions (eg ‘I wonder what will happen if you press that button?’) adults can scaffold children’s thinking and promote a positive, balanced approach to technology. Avoid using technology to replace adult interaction – choose interactive singing with an educator over playing nursery rhyme videos. When educators model purposeful use, such as looking up information together or translating a word into a child’s home language, they show that technology is a helpful tool for life.

Throughout these experiences, the adult’s presence is vital for safety – from monitoring hazards like batteries to ensuring children are protected from inappropriate content – providing a foundation for building healthy digital habits. 

Focus on the quality of the experience. The impact of technology depends on how, when, and with whom it is used. Guidelines often suggest no screen time at all for infants – and limited use for preschoolers. But the quality of the digital experience matters just as much. Children’s ‘digital diet’  should be as nourishing as possible. Poor-quality digital tools might hold a child’s attention but without actively engaging their minds to support learning. Watching unpredictable content can reduce children’s ability to pay attention. Yet well-designed tools can offer meaningful benefits and encourage social play (for example, turn-taking and collective problem-solving when using an interactive whiteboard to create a digital collage). 

Educators should choose technology which is designed using principles of child development and learning.  Many apps/tools which claim to be ‘educational’ or designed for children are not of high quality. Look for tools which promote interaction and exploration, move at a pace that the child can follow, and where the child – not the device — drives the activity (such as taking photos for a scavenger hunt). Avoid distracting features such as adverts or autoplay. 

In digital pedagogy, inclusion and diversity and access for each child are paramount. Digital tools chosen intentionally can offer powerful ways to broaden a child’s world and increase their independence. Technology can help to increase accessibility (eg communication apps for children with SEND) and reflect diversity (eg recording a welcome message in a child’s primary language). Children’s voices should shape how technology is chosen and used in play, reflecting their interests and experiences across the setting. 

Partnership with families includes building shared understanding of digital technology use. By modelling intentional use, educators can help families view technology as a tool for learning and bonding, rather than simply to keep children occupied and quiet. Consider sharing ideas with families about using digital experiences as a time for talking and co-playing. Technology also offers a way to bring a child’s home life into the setting, for example through sharing digital photos of a recent holiday or video calls to meet a family pet.

Consider how technology is used to share children’s progress with families. Ask yourself: ‘Is this the most personal and effective way to communicate?’ While digital observations can be helpful, a warm verbal update at the door or a handwritten note about a new breakthrough can often be more meaningful. Alongside digital systems, educators should prioritise meaningful communication to build partnerships and connection with every family. 

Resources

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