Touchscreens, laptops, tablets, and smart devices are now as common in nurseries as building blocks and picture books – but how much technology is too much? Are we in danger of substituting technology at the expense of human interaction and socialisation? And how can we achieve a healthy balance.
Technology In The Early Years
Technology is becoming an integral part of early years education, offering opportunities to enhance learning and engagement and we are being encouraged by the Government, technology producers and researchers to join in. There are resources to support literacy, numeracy, and creative play, providing children with engaging and interactive learning experiences, many of which can be tailored towards the individual child and their abilities. For children with SEND, technology can offer significant support, from communication aids to sensory-friendly applications including speech-generating devices, visual timetables, and adaptive software tailored to individual needs.
However, striking the right balance is crucial as an over-reliance on technology may impact negatively on some areas of children’s development such as their social interactions and traditional play-based learning.
Recent research has explored how digital technology can positively influence cognitive processes and learning outcomes in young children. It found that when used appropriately, digital technology can enhance learning experiences by:
- Improving cognitive skills such as problem-solving abilities, memory, and attention
- Supporting language development by promoting vocabulary acquisition and language skills through digital storytelling
- Encouraging engagement by making learning more engaging and enjoyable, capturing children’s interest and motivating them to take part in educational activities
However, it also emphasised the importance of the quality of the learning experience and the context in which technology is used, saying: “Guidance around educational technologies should focus on the quality of the learning experience and how to support learning through digital technologies, rather than the quantity of screen time.”
What does this really mean? In a nutshell – just giving children technology as a sort of ‘surrogate nanny or teacher’ is not the answer to improved learning. This only happens when the quality of the child’s learning experience is enhanced not overridden.
The Risks
How much screen time is too much? This debate reverberates in millions of households every day and we are still no nearer a definitive answer. Technology has benefits, but excessive screen time can have drawbacks too. Research suggests that prolonged exposure to screens in young children can impact attention span, reduce physical activity, and limit opportunities for face-to-face communication. The NHS and other experts recommend limiting screen time for young children ensuring it is balanced with active and social play. It is also recommended that passive screen time, such as watching videos, should be minimised in favour of interactive and educational activities.
The Royal College of Paediatrics and Child Health (RCPCH), the World Health Organisation (WHO) and the NHS have published guidelines to help parents manage children’s screen time. The RCPCH emphasises that screen time should NOT interrupt positive activities such as socialising, exercise, and sleep. They suggest that parents set age-appropriate boundaries such as:
- For children under 2: WHO recommends no screen time at all. The focus should be on face-to-face interactions and physical activities
- For children aged 2 to 4 years: WHO recommends no more than one hour of screen time per day. The NHS advises no more than two hours a day, even for older children
All guidelines recommended that parents watch screens with their children and talk to them about what they are watching rather than just leaving them unattended which can have serious safeguarding consequences.
These guidelines aim to balance the benefits of digital technology with the need for physical activity, social interaction, and adequate sleep.
Why Practitioners Should Not Rely Solely On Technology
While technology can be a valuable tool, it should never replace human interaction in early years education. Social development, communication skills, and emotional well-being are best nurtured through real-world interactions, play, and storytelling. Technology may help, but it cannot understand or truly express the nuances of communication or emotional intelligence in the same way that an empathetic practitioner can. Practitioners can lead conversations and model social behaviours, picking up on the body language, tone of voice and attitude of the child in a way that technology cannot – yet!
If we rely too much on digital tools, then the time and energy we can give to developing and understanding the subtleties of communication will suffer.
Personal Technology
It’s not just children’s technology that can be a concern. There can be issues with personal, wearables such as smart watches and mobile phones too. Many places have policies which restrict the use of cameras, mobile phones and smart watches during working hours. This is to ensure that staff remain fully attentive to the children and to prevent any potential safeguarding concerns associated with their use. The primary concerns include:
- Distraction: Smart watches and phones can be a source of distraction, as they can receive notifications, messages, and calls
- Safeguarding: Technology with built-in cameras can pose a risk if used to take photos or videos of children without proper consent
- Professionalism: Maintaining a professional environment where staff are fully focused on their duties rather than their personal life
It’s important for all settings to ensure that staff are familiar with their policies surrounding personal technology and to enforce the rules they set.
The Balancing Act
It’s clear that there is a balance to be struck between using technology to enhance the children’s learning experience and using it as a substitute for authentic human experience and engagement. We’ve listed some best practice ideas to help you and your staff find an acceptable equilibrium:
- Follow recommended screen time guidelines
- Prioritise quality over quantity
- Use technology as an interactive and educational tool rather than a passive activity to keep children quiet
- Interact with children whilst they are using the technology, supervising, asking questions and making suggestions
- Encourage hands-on learning experiences alongside digital resources
- Use technology to promote collaboration, creativity, and problem-solving
- Ensure your curriculum includes alternative activities that support social interaction, physical movement, and imaginative play
- Remind practitioners of your policy regarding personal tech
Technology has a valuable place in early years education but it should remain a tool to aid development rather than replace essential face-to-face interactions and play-based learning. By being mindful of this, we can provide a rich, varied, and developmentally appropriate experience for the children we support.
