The Educator Magazine U.K. May-August issue - Magazine - Page 16
Online safety in
the Early Years:
building strong digital foundations
If we accept that digital media surrounds
young children, then we need to be more
conscious of its implications.
Presently, statutory guidance in the Early
Years Foundation Stage (EYFS) framework
includes little detail about digital media
use: ‘Understanding the world....fosters
their understanding of our culturally,
socially, technologically and ecologically
diverse world.’ (EYFS framework).
Safeguarding is a core responsibility in early
years settings. Settings need guidance
that helps them to understand what ‘good’
digital media use looks like, and specifically
reflects the level of risk for young children,
particularly given their frequent interaction
with digital media and their inherent
vulnerability to online risks given their age.
Alex Dave - Safeguarding Education
Officer, at ed-tech charity LGfL-The
National Grid for Learning
Current debate concerning young children
and tech usually focuses on screentime, but
in reality this only provides us with a narrow
and inaccurate view of a child’s interaction
with digital media.
Research from Manchester Metropolitan
University - ‘Toddlers, Tech and Talk:
Very young children’s language and literacy
learning at home in a post-digital age’
(Nov 2024) headed up by Rosie Flewitt highlights the extent and diversity of young
children’s daily interactions with digital
media. The study, which included a survey
of over 1400 parents of 0-36 month olds
across the UK, interviews with parents and
practitioners and case studies of children
and their families at home, revealed:
‘Virtually all children in the UK are born into
highly technologized environments. 98%
survey respondents with children aged 0-36
months reported they have internet access
with Wi-Fi. 98% own at least one Smartphone,
92% a TV/Smart TV, 82% a laptop, 81% a
tablet, 65% own Smart home devices, 63%
own gaming consoles, 61% Smart watch/
fitness trackers, 18% own internet-connected
toys, and 12% a VR headset. During in-depth
interviews and case studies, parents also
reported owning a very wide range of other
digital devices.’
This includes access to inappropriate and
harmful content; issues with data privacy
and young children's personal data being
collected and used by third parties; and
the passive use of digital media replacing
opportunities required for good
development - social interaction, play and
physical movement - experiences that
encourage the exploration and
understanding of the world around them.
Safeguarding training (EYFS, 3.24) requires
providers to: ‘train all staff to understand
their safeguarding policy and procedures
and ensure that all staff have up to date
knowledge of safeguarding issues’, but
again the existing guidance does not
include any explicit mention of online
safeguarding.
Conversations between the safeguarding
team at LGfL, and early years managers
and practitioners, revealed how much
additional support was desired. In response
to these requests, we developed a free
‘Policy Guide for Online Safeguarding and
Digital Media Use in Early Years Settings’
(https://lgfl.net/safeguarding/online-safetyin-the-early-years) – this free guide is
designed to help settings develop and
adopt a comprehensive approach to digital
media use and online safety.
In January, the DfE also published some
additional guidelines ‘Help for early years
providers – Internet Safety (https://helpfor-early-years-providers.education.gov.uk/
health-and-wellbeing/internet-safety).
Implementing the safe and purposeful
use of digital media requires a holistic,
whole-setting approach. There are
numerous examples of how digital media
can support and extend children’s play
and learning, such as listening to music or
podcasts, taking photos to explore local
surroundings or loved ones, researching
interests or accessing a dance and physical
movement programme. However, without
intentional planning, digital media may be
passively or inappropriately used, offering
minimal benefit to children, or in some
cases causing harm.
Adopting a pedagogical and child
development led approach means there
needs to be a clear rationale for when
children start using technology, why it
is being used, and how it supports their
development. Here’s an outline of the
components needed for a whole-setting
approach:
• Explicit principles around digital media use
• A focus on child development
• Clear policies and whole staff training
• Safety controls
• Safeguarding response to concerns
• Parent/carer support.
Staff need comprehensive training that
includes understanding digital media use in
early childhood, recognising both risks and
benefits, and debunking myths about
children’s use of technology. Training
should equip staff to protect children from
online harm and provide information on
available resources, such as helplines and
safety toolkits. Additionally, each setting’s
DSL should have the expertise to develop
and lead an effective online safeguarding
approach in collaboration with key
stakeholders.
Young children are surrounded by
technology and digital media, so it’s
imperative that we safeguard and
support them in their development of
appropriate digital literacy and computing
skills, and build their confidence to access
their increasingly digital lives.
There is a wealth of free information,
resources and support for practitioners in
early years settings available at
https://lgfl.net/safeguarding/onlinesafety-in-the-early-years).
