Early years technology: purposeful, supervised and manageable

Start with the child's experience

Before introducing a device, describe what it adds to the activity. A short sound recording may help children revisit a story, or a photograph may support a conversation about something they have made. The value lies in the interaction and learning purpose, not in the presence of a screen.

Keep play, movement, talk and relationships at the centre of planning. An activity should not require technology simply because equipment is available. Consider whether a physical object, book, drawing or adult-led conversation would serve the purpose more naturally.

The DfE's current screen-use guidance for early years providers in England recommends a precautionary approach, limited intentional use and adult engagement. It is aimed mainly at provision for children aged zero to five and may also be useful for reception. Settings elsewhere in the UK should check their applicable framework and guidance.

Distinguish technology from passive viewing

Technology includes more than a video on a tablet. Simple audio tools, appropriately selected programmable resources and adult-operated cameras can support purposeful activities. The same resource can be used well or poorly depending on the task and the adult's involvement.

Plan what the adult will say and do. Children might predict, describe, explain or compare, with the device used briefly to support that exchange. Avoid allowing an automatic sequence of content to decide the pace and direction of the activity.

Do not treat a product's educational label as evidence that it suits young children. Preview the exact content, check the controls and consider what happens after the intended activity ends. Advertisements, autoplay, open search and unexpected links can change the experience quickly.

Create a simple content approval routine

Keep a short list of approved resources with the age group, intended purpose and responsible member of staff. Check whether an account is required, what information is collected and whether the resource works without unnecessary online features. IT support should help configure devices so staff do not need personal accounts or repeated workarounds.

For any new resource, trial it without children first. Test the start, end and common accidental actions. Confirm that sound, captions or other accessibility features work as intended and that a child cannot easily leave the planned activity for an unrestricted service.

The DfE guidance advises against young children using AI, including toys with built-in AI features, while evidence about its effects remains limited. Treat connected conversational features as a separate safeguarding and privacy issue, rather than just another toy setting.

Keep adult attention available

Plan how devices used for observations, attendance or parent communication fit around supervision. An efficient recording system should not require prolonged attention away from children. Agree when staff record information and when they complete administrative work later.

Take photographs or video only for a clear, appropriate purpose and in line with the setting's safeguarding and data protection arrangements. Avoid collecting a large volume simply because storage is available. Establish approved devices, secure transfer, access and deletion routines.

Do not use personal messaging accounts or private photo libraries as the normal route for sharing children's information. Staff need an easy approved process, backed by training and a clear way to report a mistake or lost device.

Support individual needs thoughtfully

Some children rely on assistive technology for communication or access. This needs individual planning with families and relevant specialists. It should not be treated as equivalent to optional entertainment or general passive screen use. The DfE guidance specifically distinguishes screen-based assistive technology from its general screen-time limits.

Check positioning, controls, volume and how the child indicates comfort or difficulty. Ensure more than one adult can support the setup. The assistive technology guide gives a fuller process for trials and continuity.

Work with families without making assumptions

Explain the setting's approach in practical terms: what technology is used for, how adults engage, how content is selected and how information is handled. Listen to family experience and needs rather than assuming all children use devices in the same way at home.

Keep communication accessible for parents who have limited connectivity or confidence. A digital journal or parent application should have a workable support route and an alternative where needed. Do not make participation depend on buying a particular device.

Review activities with staff. Ask whether technology supported the intended interaction, whether children remained engaged with people and whether any setup or behaviour difficulties emerged. Stop or change activities that do not earn their place. A restrained, well-supported approach can make useful tools available while preserving the qualities that matter most in early years provision.