Screen Use in the Early Years – Practical Guidance for Providers

Digital technology is part of everyday life, and our youngest children are growing up in a world where screens are commonplace.

The Department for Education's guidance reminds us that the question is not whether children should use technology, but how, when and why it is used.

The key message for early years providers is that screens should enhance learning rather than replace it.

The Benefits

When used purposefully and with adult interaction, technology can:

• support communication and language development

• promote creativity and problem-solving

• develop early literacy and numeracy skills

• help children learn about the world around them

• build early digital literacy skills

The greatest benefits are seen when adults actively engage with children, talking about what they are doing, asking questions and extending learning beyond the screen.

The Challenges

The guidance also highlights potential risks where screen use is excessive or passive. Too much screen time may reduce opportunities for active play. It cn also impact social interaction and communication and affect children's ability to regulate their emotions. There is also the potential of exposure to inappropriate online content and impacting healthy development.

Young children learn best through relationships, play, movement and exploration. Technology should support these experiences, not replace them.

World Health Organization Recommendations

The guidance reflects the World Health Organization's recommendations:

• Under 1 year: Screen time is not recommended.

• Age 1: Sedentary screen time is not recommended.

• Age 2: No more than one hour per day, with less being better.

• Age 3–4: No more than one hour per day, with less being better.

What This Means for Early Years Settings

Where technology is used, providers should ensure that it has a clear educational purpose, that it is developmentally appropriate, closely supervised by practitioners and it complements, rather than replaces, hands-on learning. It should also support interaction between adults and children.

Settings should also ensure devices are secure, age-appropriate safety settings are enabled, parental consent is obtained before images are shared, and staff understand their responsibilities around online safety and professional conduct.

Technology has an important place in early years education, but it should never replace responsive relationships, conversation, imaginative play, physical activity and exploration. Used thoughtfully and responsibly screens can enrich children's learning. Used excessively or without purpose, they risk limiting the experiences that support healthy development.

Working with Parents

Early years providers have an important role in supporting families to develop healthy digital habits. This may include sharing practical advice about age-appropriate screen use. They should encourage active rather than passive screen time. Settings and staff should discuss online safety from an early age and signpost parents to trusted sources of information. Effective communication is key.