Supporting digital media literacy development in early years

“Our social worlds are now saturated with digital technologies.”¹

• 94% of families with 3-4 year-olds have internet access in the home 
• 87% of parents of 3-4 year-olds say their child goes online at home or elsewhere 
• 51% of 3-4 year-olds use apps for messaging and voice/video calls^2,3

Digital early years

Early years (birth to five) is a critical time from a child development perspective that can set the cognitive, social and behavioural foundations for all subsequent development. 

Today's under-5s are engaging with digital media and technologies in rich and varied ways at home, in care settings and the spaces between:¹

Very young children use digital devices in many different locations, most frequently at home but also in the car, in restaurants, when visiting friends/family, at nursery, on public transport, in their pushchair, when shopping and when enjoying community facilities (e.g. museums, libraries). Very young children sometimes help to scan items at self-service shop checkouts, to register attendance in medical surgeries etc.⁴

Whilst screen-based media and interactions are currently the prevalent format of engagement in general, young children often engage with a wide range of digital technologies, internet-connected devices and AI-enabled services. As these new technologies mature and become more mainstream, young children’s exposure and engagement with digital media is likely to continue to increase and change in nature. This presents many challenges as well as opportunities for children, their parents, carers and educators.

Media literacy

There is no universally recognised definition of media literacy, although it has been described as ‘the ability to use, understand and create media communications across multiple formats and services’.⁵

In today’s digitally saturated world increased digital media literacy has the potential to benefit both individuals and wider society. Evaluations of media literacy interventions delivered in schools show they can improve children's wellbeing.⁶ 

Digital media literacy can also have longer term benefits for both individuals and wider society. 

‘Without the skills to navigate the digital world, users are more exposed to harmful online content and ultimately can disengage from society, with serious and enduring consequences for communities and democracy.’⁷

Digital media literacy in early years

But how do these potential benefits of digital media literacy relate to early years? 

Do very young children and their families experience any benefits of digital media literacy? If so, what are they and what long term impacts do they have? And what role can and should parents, carers and educators play? 

These are the questions that the Early Years Digital Media Literacy Review set out to explore. 

With support from Nuffield Foundation, Parent Zone sought to improve the available knowledge of early years digital media literacy interventions, identify opportunities for further work, and understand the potential barriers in developing research and practice. 

Working with a broad range of experts we commissioned a rapid review of academic literature, ran a research workshop and convened an advisory panel. The wealth of research, insights and experiences gathered through these activities have been collated into a summary report and broad recommendations available below. 

Our review of early years digital media literacy interventions for families suggests that research in this area remains limited. Similarly, digital media literacy development is missing from much of current parenting support and from guidance for early years educators. 

We did find that there is important work being done around digital and early years at all levels – and there is interest across a wide range of disciplines and sectors. However, there remain important gaps in knowledge and more could be done to apply research into practice that directly benefits families.

Read the full report

Recommendations

Given children's experiences with technologies and the potential benefits of digital media literacy, defining digital media literacy in relation to young children is an essential step in enabling parents and educators to support children in developing the foundational competencies needed to thrive in the digital age. 

However, the development of digital media literacy skills in early years is a radically different challenge than for older, school age children due to large differences in their cognitive, social and behavioural development. Interventions at this age must involve caregivers and be as much about the whole family as well as the individual child. 

Understanding and navigating these opportunities and challenges is likely to be complex – but complexity must not be a barrier to action.

If young children are to be effectively supported to make sense of – and thrive – in a digitally connected world there are key actions that can and should be done. 

Focus  

Give greater focus in research, policy and practice to digital media literacy in early years to reflect the everyday experiences of 0-5 year-olds and their families in the UK.

Definitions and evidence 

Define and agree the characteristics of digital media literacy for early years, that considers ‘traditional’ screen-based contexts as well as post-screen and AI-powered contexts.

Evidence how digital media literacy is, or could be, developed in young children and what impacts or benefits this has on their wider and/or later outcomes. 

Interventions 

Develop and evaluate interventions for families of under-5s to develop young children’s digital media literacy through cross-disciplinary, cross-sector collaboration. 

Develop and test interventions in parallel with building the evidence base for how digital media literacy develops and can be supported in young children.

Include the views of parents, carers, educators and children themselves when defining indicators and shaping interventions – whilst retaining a focus on the best interests of the child.

Parents and educators 

Recognise parent and carers knowledge and the many and varied skills families already have that they can build on to help children establish lifelong habits at the core of digital media literacy.

Ensure the critical diverse roles that parents, carers, wider family members and educators have in developing young children's digital media literacy is taken into account when developing any research or intervention.

Collaborations  

Provide active support to convene experts and nurture connections between disciplines so that knowledge and expertise on all aspects of early years, digital and media literacy can be shared, reviewed and applied more easily. 

Look for examples and evidence outside of  academic publications and map a broader range of family interventions that may indirectly contribute to the development of children’s digital media literacy – beyond specific media literacy interventions. This should be international in scope and include languages other than English. 

Consider how work in this area relates to public opinion and changing policy – but not be led by those discourses. 

The Nuffield Foundation is an independent charitable trust with a mission to advance social well-being. It funds research that informs social policy, primarily in Education, Welfare, and Justice. It also funds student programmes that provide opportunities for young people to develop skills in quantitative and scientific methods. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. The Foundation has funded this project, but the views expressed are those of the authors and not necessarily the Foundation. 

Visit www.nuffieldfoundation.org.

^{1 Digital Childhoods: Technologies and Children’s Everyday Lives | SpringerLink 
2 https://www.ofcom.org.uk/research-and-data/media-literacy-research
3 Research: Toddlers, Tech and Talk | Manchester Metropolitan University
4 Research: Toddlers, Tech and Talk | Manchester Metropolitan University
5 Ofcom Making Sense of Media Annual Plan 23/24
6 Improving children's wellbeing through media literacy education: An Irish study
7 Draft Statement of Strategic Priorities for online safety - GOV.UK}