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Comprehensive digital skills are necessary in both personal and professional spheres of life. The ability to use digital tools determines our ability to access information, communicate effectively and solve real-world problems, and shapes a person’s opportunities in school and beyond. That’s why it’s vital to begin developing children’s digital skills early.  

When done thoughtfully, this early exposure promotes educational equality by ensuring that all children have the tools they need to participate fully in society, regardless of their background. 

From early age but with care 

Research has shown that young children engage with digital technologies from an , and mostly from home. They do this by mirroring adult behaviour and following a trial-and-error strategy, which is not free from risk. The time that young people spend online has increased and also become more individualised.  

This makes the use of age-appropriate goals and methods crucial. Tailoring approaches to each age group supports healthy digital development but avoids the risk of overwhelming or overexposing children too early.  

Young children benefit most from hands-on, playful experiences that build foundational thinking skills like problem solving, sequencing and creativity. A majority of European education systems include digital competences in (ECEC), with a focus on information and data literacy. 

As children grow, digital tools can be used more independently – for finding information, communication and content creation. For example, the presents age-appropriate objectives for 9 different skill areas through 5 stages, from early childhood education until the end of 9th grade (aged 15−16 years).  

Minding the risks of screen use  

While the demand for digital skills increases, so does concern about the harmful effects of screen exposure, especially on young children. Research by the Network of Experts working on the Social dimension of Education and Training (NESET) shows that , sleep patterns, physical activity and attention span.  

Early development of digital competence does not have to impose more screen time or earlier use of devices. For younger learners, especially in early primary years, can introduce digital thinking in tangible ways.  

Story-based role play, physical games that teach logical sequencing or art projects that mirror coding concepts can lay strong foundations for computational thinking, problem solving and creativity – without using any devices. 

Screen time should be limited and developmentally appropriate. Where devices are used, they should serve meaningful, interactive and educational purposes, instead of being passive consumption. 

Home and school: a powerful duo 

Another key factor in shaping children’s digital development is the home environment. Children’s experiences with technology vary greatly based on what they are exposed to in the home. Some may have abundant access to devices but little guidance; others may have regulated, limited or no access. This makes essential.  

As a teacher you can: 

• share digital literacy goals with parents (so they understand what is expected from their children at different stages)
• guide parents in safe, age-appropriate technology use (this can be especially important for parents with low levels of digital self-efficacy)
• recommend safe and education digital activities (that families can enjoy together)  

Key to success: moderated and meaningful use 

So how do we balance the need for essential digital skills development with the need to minimise harmful screen exposure? The answer lies in purposeful integration – using technology intentionally, as a positive and empowering force in the classroom.  

Teaching digital skills is about helping children understand systems, think critically, communicate safely and solve problems creatively. If we develop digital skills with thought, intention and balance, we teach children not only how to use tools but how to think, create and thrive in a connected world.