Tech, Screens and Play: Getting the Balance Right in Early Childhood

How should we really be using digital technologies in early childhood education? In this episode, we unpack the difference between ‘technology’ and ‘screen time,’ explore the latest evidence on child development, and reflect on how educators can balance digital tools with play-based learning that truly supports young children. 

Music by amado zapana from Pixabay

Transcript

Hi everyone — welcome back to Digital Pedagogy in Practice.

I’m glad you could join me today as we explore a really important and sometimes controversial topic: the role of digital technologies in early childhood education.

Now, if you work in early childhood—or if you’re a parent—you’ve likely noticed that digital tech is becoming more and more embedded in learning programs, often without much debate.

The new Australian Early Years Learning Framework Version 2 encourages educators to integrate digital tools in everyday learning.

But here’s the key issue: There’s a big difference between technology as a tool for learning, and screen time. And right now, that difference isn’t always clear in policy—or in practice.

So today, I want to unpack:

• What current research tells us about screen time and early development
• Why ‘technology’ and ‘screen time’ aren’t the same thing
• And why we need to be very mindful about the role of digital tech in play-based learning.

Let’s start with why this is an issue at all.

In the rush to make learning “modern” or “future-focused,” we sometimes forget that children’s brains are still developing—and screens affect those developing brains in ways we’re only beginning to understand.

Neuroscience and paediatric studies are raising some serious red flags about too much screen time in early childhood. We now know that prolonged screen use 

We know now that too much passive screen time—whether watching TV, being on tablets or phones— affects white matter development in the brain, which in turn impacts literacy pathways, empathy, and even sleep quality.

That’s why the World Health Organization and the Australian Government recommend:

• No screen time for children under 2 years of age
• Less than 1 hour per day for children aged 2 to 5 years

And yet, we now see early childhood frameworks encouraging digital integration across the early years.

So here’s where the debate comes in:

Does this mean more screen time? Or are we using technology in ways that avoid the risks of screen time?

It’s really important to understand that screen time is not the same thing as technology use.

For example, children can use digital cameras to document the world around them—this is active, creative and hands-on.

• They can use coding toys that promote thinking and problem solving without extended passive screen use.
• They can even create digital stories, mixing images and words, with strong adult scaffolding.

That’s technology as a tool—not passive screen time.

The problem is, not all tech use in early learning is designed this way.

If devices are used simply to entertain or to deliver worksheets on a screen, we end up increasing children’s sedentary behaviour—and the risks that come with too much screen time.

And the challenge for many educators is this: Many early childhood educators have had very little training in digital pedagogy. So, it’s easy for screen use to creep in under the banner of “21st century learning” without enough reflection on its developmental impacts.

It’s also worth remembering—children don’t need early screen exposure to be digitally literate later on. Research shows that young children learn digital skills very quickly once they are ready. What they can’t “catch up on” later is lost time for play, movement, social interaction, and deep learning through real-world experiences.

So what should we do?

First—clarify the purpose. Why are we using technology? What’s the learning intent? Are we supporting creativity, collaboration, inquiry—or just keeping children occupied?

Second—be critical about how much screen time is happening across the day. Are we staying within evidence-based guidelines?

Third—educators need proper training in digital pedagogy. It’s not enough to know how to use the devices—we need to know when, why, and with what impact.

Finally—let’s protect the heart of early childhood learning: play and social interactions.

Play-based learning, rich in movement, social connection, curiosity and creativity, should always come first. Technology can enhance that—but it must never replace it.

So as we move forward with the EYLF V2, it’s vital that we:

• Continue to review how digital tech is positioned in the early years
• Separate the concept of “technology” from “screen time”
• And make sure any tech use truly supports developmentally appropriate, play-based learning.

That’s our challenge as educators—and as a community.

Thanks for being with me today. I hope this conversation has sparked your thinking, and perhaps given you some questions to take back to your own setting.

If you enjoyed this episode, please share it with colleagues and parents who care about early childhood education. 

Until next time—keep putting children’s needs first.