What do adults see?
rents and early childhood educators’ experiences of digital device use by children up to three years old
DOI:
https://doi.org/10.31074/gyntf.2026.2.95.139Keywords:
digital device use by nursery-aged children, parental attitudes, professional experience of early childhood educators, grounded theory, qualitative content analysisAbstract
The spread of digital technology is one of the most significant social processes of our time, with its impact already observable in the infant and toddler age group. Our practical experiences, which served as the starting point for this research, highlighted that digital device use among children aged up to three is an increasingly urgent, complex, and multifaceted phenomenon that requires professional and societal attention. The aim of this research was to explore parents’ experiences, views and attitudes to the use of digital devices by children attending Újbudai Bölcsődei Intézmények, as well as the professional experiences and insights of early childhood educators regarding the use of digital devices by children attending our nurseries. The study was based on a mixed methodological approach: a questionnaire survey was conducted among parents, while focus group interviews were conducted among early childhood educators. The research employed a mixed-methods approach: a questionnaire survey was conducted among parents, while focus group interviews were held with early childhood educators. The analysis was carried out within the methodological framework of Grounded Theory, following Glaser’s (1992) coding logic, using Atlas.ti software. Our analysis does not seek to compare the views of the two groups—parents and early childhood educators—but rather to provide a more nuanced understanding of the forms of digital device use in early childhood (ages 0–3), the underlying parental and professional attitudes, and the challenges and dilemmas that arise in everyday practice. Our results show that digital device use among nursery-aged children begins at a very early age, primarily in the form of passive content consumption, and is mostly associated with screen-based visual experiences. Our findings highlight the complex and ambivalent perceptions of early childhood digital device use and the importance of conscious, parentally controlled use. Our research may contribute to a deeper understanding of early childhood digital device use and so enrich professional discourse.
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