This Early Years Screen Time and Digital Device Guidance course is designed for practitioners, managers and other professionals working with young children in England. It explains how current expectations apply to screen time, digital device use and everyday early years practice, including the changes to the Early Years Foundation Stage (EYFS) from 1 September 2026.
This free course covers the difference between screen time and screen use, purposeful and passive use, adult co-engagement, age and developmental considerations, assistive technology, content and platform safety, photographs and videos, family communication, professional boundaries and the review of setting practice.
Why Take This eLearning Course?
Digital technology can support learning, communication and inclusion, but its use in early years settings requires careful planning and professional judgement. This course supports staff to make proportionate decisions that protect opportunities for play, movement, relationships, communication and direct adult interaction while recognising circumstances where digital technology can add genuine value.
This course will help you to:
- Understand current expectations for screen use within the EYFS in England.
- Make clearer distinctions between purposeful digital activities and passive viewing.
- Plan screen use around meaningful learning, communication or participation.
- Support children through active adult involvement and shared attention.
- Consider age, development, SEND and individual circumstances when making decisions.
- Recognise common content, platform, privacy and safeguarding risks.
- Use appropriate professional boundaries when discussing development or specialist support.
- Communicate with families about screen use in a respectful and non-judgemental way.
- Reflect on whether digital activities genuinely add value to children’s experiences.
- Contribute to consistent, current and proportionate setting practice.
Learning Outcomes
By the end of this course, you will be able to:
- Define screen time and screen use and explain why both should be considered.
- Describe the screen-use requirement introduced into the EYFS from 1 September 2026.
- Distinguish statutory EYFS wording from recommendations contained in supporting DfE guidance.
- Identify purposeful, passive and potentially unnecessary screen use.
- Explain how adult co-engagement can support children’s participation and communication.
- Apply age, developmental and individual considerations when planning screen use.
- Describe how assistive technology can support communication, accessibility and inclusion.
- Identify appropriate controls for digital content, devices, images and connected platforms.
- Explain how to respond appropriately to family questions, safeguarding concerns and specialist issues.
- Review screen-use practice against children’s experiences, agreed procedures and current guidance.
Early Years Screen Time Course Outline
The course is organised into six modules covering current guidance and professional responsibilities, purposeful screen use, inclusive digital practice, safeguarding and privacy, family and setting approaches, and the ongoing observation and review of practice.
Module 1: Understanding Screen Time, EYFS Expectations and Professional Boundaries
Learners will explore the difference between the amount of time children spend looking at screens and the wider concept of screen use, including purpose, context, content quality and engagement. The module explains the EYFS changes effective from 1 September 2026 and the requirement for providers to have regard to DfE guidance on children’s screen use. Learners will distinguish statutory requirements from detailed supporting recommendations and consider how practitioners can follow agreed procedures, avoid unsupported developmental claims and seek appropriate management or specialist advice when an issue falls outside their role.
Module 2: Purposeful Use, Adult Engagement and a Balanced Day
Learners will examine how to distinguish purposeful digital activities from passive or unnecessary viewing by identifying the intended aim, considering non-screen alternatives and planning opportunities for children to participate actively. The module explains adult co-engagement through shared attention, responsive conversation, open questions, movement and practical follow-up. It also considers DfE age-related advice for children under two and those aged two to five, alongside individual circumstances. Learners will consider how screen use can affect opportunities for movement, outdoor play, conversation, relationships, meals, sleep and everyday transitions.
Module 3: SEND, Assistive Technology and Inclusive Digital Practice
Learners will consider the role of screen-based assistive technology for children with SEND, including its potential to support communication, participation, wellbeing and inclusion. The module explains why assistive use should not automatically be treated in the same way as passive entertainment and explores circumstances where a tailored approach may be needed. Examples of inclusive digital practice include supporting communication, improving access to information, enabling participation and contributing to shared learning. Learners will also examine professional boundaries around specialist communication support, including the difference between following an agreed approach and independently diagnosing, prescribing or designing specialist interventions.
Module 4: Digital Safety, Content, Devices and Privacy
Learners will examine common risks associated with digital content and platforms, including unsuitable material, inappropriate pacing, advertising, autoplay, continuous scrolling and algorithm-driven recommendations. The module covers the importance of checking content before use, maintaining adult supervision and applying appropriate safety settings. It also considers personal and connected devices within safeguarding arrangements. Learners will review good practice for photographs, videos and digital family communication, including limiting unnecessary image collection, protecting personal data, using approved secure systems and maintaining confidentiality. The module also considers how staff can model proportionate and purposeful device use around children.
Module 5: Working With Families and Building a Consistent Setting Approach
Learners will explore how to discuss screen use with families in a respectful and non-judgemental way that recognises different routines, circumstances and experiences. The module considers how current advice can be shared without blaming families or making unsupported claims about a child’s development. Learners will examine what a consistent setting approach should cover, including the purpose of screen use, adult involvement, accessibility, content safety, personal devices, photographs, privacy, family communication and review arrangements. Common misconceptions are addressed, alongside practical routes for responding to questions involving everyday practice, safeguarding, privacy, individual needs or matters requiring further advice.
Module 6: Observation, Reflection and Reviewing Practice
Learners will consider what to observe during and after children’s screen use, including engagement, communication, shared attention, participation with others and the transition back to play, movement and conversation. The module encourages reflection on whether digital technology is necessary, whether another approach could provide a richer experience and whether the chosen content and safeguards support the intended purpose. Learners will also examine how child observations, staff discussion, family feedback, leadership oversight and comparison with current guidance can contribute to consistent review. The module concludes by considering planned and triggered reviews when guidance, policies, technology, content or children’s needs change.
Target Audience
This course is suitable for:
- Early years practitioners working within EYFS settings in England.
- Nursery and pre-school staff.
- Childminders working under the EYFS framework.
- Early years room leaders, supervisors and managers.
- Staff involved in safeguarding, digital practice or setting procedures.
- Professionals supporting inclusive early years learning and communication.
No previous specialist knowledge is required.
FAQ
Who is this course suitable for?
The course is suitable for people working in early years settings in England who need to understand how screen time and digital device use should be approached under current EYFS expectations and supporting DfE guidance. This includes practitioners, childminders, supervisors and managers.
Do I need any previous experience?
No specialist knowledge of digital technology is required. The course provides an awareness-level introduction to screen-use guidance, professional responsibilities and practical considerations for early years settings.
What will I learn on this early years screen time course?
You will learn how screen time differs from screen use, what changed in the EYFS from 1 September 2026, how to identify purposeful and passive use, and how adult involvement can improve children’s engagement. The course also covers age and developmental considerations, SEND, assistive technology, digital safety, privacy, family communication and practice review.
Will this course help with day-to-day practice?
Yes. The course provides a practical framework for considering whether a screen is needed, what purpose it serves, how children will participate and what safeguards should be in place. It also helps practitioners recognise when questions or concerns should be raised through established setting procedures.
Does the course cover practical skills?
The course focuses on practical awareness and decision-making rather than technical device training. It explains how to review activities, check content, support active participation, observe children’s responses, communicate with families and reflect on whether screen use adds value.
Does it cover relevant responsibilities and good practice?
Yes. The course explains the relationship between the EYFS statutory wording and supporting DfE guidance, alongside safeguarding, privacy, data protection, professional device use and role boundaries. It also emphasises following current setting procedures and seeking appropriate advice where an issue is outside a practitioner’s competence or authority.
How does the course address children with SEND?
The course considers how communication, accessibility and developmental needs may require a tailored approach. It explains the role of screen-based assistive technology and highlights the importance of following agreed support arrangements and specialist recommendations where these are already in place.
How should practitioners discuss screen use with families?
The course promotes a calm, factual and non-judgemental approach. Practitioners are encouraged to listen to family circumstances, explain setting practice and relevant guidance clearly, offer realistic alternatives where appropriate and avoid unsupported claims about developmental harm or diagnosis.
How long does the course take?
The course is self-paced and usually takes around 1 hour to complete.
Will I receive a certificate?
Yes. A certificate is issued after successful completion.
This course provides early years professionals with a clear foundation for making informed, child-focused decisions about screens and digital devices. It supports a balanced approach in which technology is used for an identified purpose, with appropriate adult involvement, safeguards and consideration of each child’s individual needs.
Enrol now to build your understanding of early years screen time and digital device guidance.
