Early Years Practitioners' and Public Health Consultants' Perspectives on the Use of Interactive Electronic Devices in Young Children: A Qualitative Study

Background

Interactive electronic devices (IEDs) are ubiquitous in young children's lives. However, research on their impact on learning and development is still limited. The aim of this study was to understand the perspectives of early years practitioners (EYPs) and public health consultants (PHCs) on the use of IEDs in children aged 3–5.

Methods

Using purposive sampling techniques, we recruited four EYPs and two PHCs from children's nurseries and a government organisation in the northwest of England. Semi-structured interviews were used to collect data, which were audio-recorded, transcribed verbatim and anonymised. Data were analysed using reflective thematic analysis.

Results

EYPs and PHCs noted that although IEDs could negatively impact child development and behaviour, they could also aid in learning. EYPs expressed concerns about the impact of parents' own IED habits on children's communication and social skills. On the other hand, PHCs stressed that substituting outdoor play with the use of these devices could affect children's social and physical skills and reduce physical activity levels, which are crucial for development. Finally, both EYPs and PHCs agreed that there was a need to improve parents' and EYP's knowledge and to develop interactive interventions to promote an understanding of how IEDs should be used with young children.

Conclusion

EYPs and PHCs acknowledge the potential advantages of using IEDs as a teaching tool for children. However, they have concerns about the long-term effects on communication, social and physical skills and how children are impacted by their parents' use of these devices. To support policy statements, future research should offer further evidence of the benefits and harms of IED use.

The views of early years practitioners (EYPs) and public health policymakers on children's use of interactive electronic devices (IEDs) have not yet been explored. However, their views are crucial, given their central role in supporting child development. EYPs and public health policymakers have voiced concern about how increasing the use of IEDs might impact children's social and physical development by limiting other forms of play. Nonetheless, IEDs can be valuable resources for EYPs to use in the classroom for educational purposes. More guidance is needed to support EYPs, including developing interventions using a whole-system approach.