Digital tools in the early years: What educators need to know

As digital technology becomes more common in children’s lives, early childhood professionals are asking important questions about when and how screens should be introduced in early learning environments. Research suggests that timing, supervision and developmentally appropriate use are key, particularly in the critical years from birth to six.

Drawing on international evidence, including the work of psychiatrist Serge Tisseron and psychologist Daniel Goleman, this article outlines what educators need to know about digital exposure in the early years and how these insights align with Australian frameworks and quality standards.

This summary draws on content originally published by Dr Kyle Muller for Evidence Network Canada, available here.

Under three: Prioritise sensory rich, real world experiences

For children under three, research strongly advises against screen use. This stage of life is defined by rapid neural development, driven by sensory input, movement and secure relationships. Children need to see, hear, touch and explore their physical environment to form the foundations of learning.

Even passive exposure to screens, such as background television, can disrupt a child’s ability to focus and engage in deep play. Goleman, in his work Focus, highlights attention as the core of learning and resilience. The ability to concentrate, developed through uninterrupted interaction with people and objects, is critical at this age.

Adult behaviour also plays a role. Young children imitate what they see. Educators and carers modelling device aware presence, such as putting phones away during routines or interactions, supports the development of healthy digital habits over time.

Three to six: Clear boundaries and co use with purpose

From the age of three, it is recommended that small amounts of supervised, carefully selected digital content can be introduced, but clear limits remain important. Experts recommend a maximum of 30 minutes of screen use per day for this age group, with no unsupervised internet access.

This developmental period is when imagination, problem solving and social skills flourish. Screens should not replace time spent in active play, outdoor exploration or cooperative experiences. It is recommended if digital media is used, it should be linked to children’s interests and accompanied by adult interaction.

For example, educators might co view short videos, ask open ended questions, and connect the content to real world experiences. Rules around timing, such as no screens before rest time or during meals, support routine and regulation.

Conflict resolution, turn taking and frustration tolerance are essential early learning outcomes. These skills are best supported through face to face interaction and meaningful engagement, not passive or extended screen exposure.

Embedding guidance in Australian early learning practice

Australia’s Early Years Learning Framework (EYLF) positions children as active, capable learners who thrive through play and relationships. Outcome 3 of the framework emphasises physical wellbeing and active engagement with the world, while Outcome 5 supports communication through multiple forms, including emerging digital literacy when appropriate.

The National Quality Standard (NQS) also requires educators to promote health and wellbeing, with Quality Area 2 focusing on physical activity and limiting sedentary behaviours.

Technology can play a small, purposeful role in supporting children’s learning, particularly when integrated intentionally into programs. But in the earliest years, the most important learning continues to happen through touch, conversation, movement and connection.

ECEC professionals are well placed to guide families, support healthy screen habits and ensure that digital tools are used in ways that enhance, not replace, the rich relational experiences children need to thrive.