Does the 'digital divide' between the e-literate and non e-literate begin as early as pre-school children? Existing evidence suggests that children need to become discerning users of a growing range of digital technologies in order to maximise the benefits that digital connectivity offers, avoid disadvantage or marginalisation, and become confident, discriminating and effective members of society. Building on previous research into schoolaged children's experiences with digital technologies, this study explores the early technological experiences of children aged three to five years and asks how these experiences might relate to their subsequent educational development.
Findings suggest that most pre-school children have experience of using a broad range of digital technologies ranging from computers to MP3 players. As a result, by the time they start school most have developed early digital literacy. Moreover, most parents believe that digital technologies play a significant role in their children's education and future careers, and the majority encourage their experiences for this reason.
Interestingly, case studies, which included both 'disadvantaged' and 'advantaged' families, found no link between socio-economic disadvantage and early digital literacy. In other words, any digital divide between children with well-developed digital literacy and those with limited digital literacy cannot be attributed primarily to socioeconomic disadvantage, although this may be a contributing factor. More influential on children's opportunities to acquire digital literacy were their parents' attitudes towards digital technologies, and children's own interests and preferences.
Researchers conclude that while some children start school with more developed digital literacy than others, it is not yet clear what impact this may have on their progress through the early years of primary education.
Award number: RES-341-25-0034