Being Digitally Safe in Early Childhood 

In Early Childhood, many services have transitioned from paper-based systems to digital platforms for a range of purposes including:

• Programming and planning  
• Observations and learning documentation  
• Capturing children’s learning and development through photos and video  
• Supporting educational experiences (e.g. apps and videos)
• Billing, administration & compliance records  
• Safety checklists and reporting 
• Communication with families 

This shift brings many benefits. Digital systems support convenience, improved organisation, flexible documentation, and the ability to easily update and connect learning over time. They also reduce reliance on paper-based systems and support environmentally responsible practice in line with NQS Quality Area 3: Physical Environment (3.2.1). 

However, alongside these benefits comes an important responsibility. 

As technology continues to evolve, so does the complexity of managing digital safety. 
Information about children is no longer contained within service walls – it exists within a broader digital environment that requires careful protection, ethical decision-making, and consistent professional practice. 

In this blog, we will explore: 

• How online safety begins before children use screens  
• Understanding the developing brain  
• Intentional technology in Early Learning  
• Our role as educators: Protecting Data and Ensuring Digital Safety 
• Approved Providers: Reflective Questions for Procedures 
• The safe and ethical use of AI in early childhood settings.

Strong, trusting relationships are the foundation of children’s safety – both offline and online. Children who feel secure, heard and respected are more likely to: 

• Ask questions when something feels “off” online  
• Seek help from adults rather than hiding concerns  
• Trust educators and families with their experiences in digital spaces.  

Teaching consent is powerful and covers a wide range of safe bases for our children. 
It makes online safety visible in daily practice and embedded in meaningful ways.  

This can include:  

• Asking children, ‘Can I take your photo?’  
• Respecting a child’s decision not to be photographed, without pressure or disappointment.  
• Encouraging children to ask before taking photos of peers or sharing their work.  
• Asking ourselves: does this moment need to be documented with a photo? 

When children feel safe, heard and respected, and understand that their choices matter, they are more likely to speak up, ask for help and trust the adults around them.

These skills don’t just stay in the physical environment; they carry into digital spaces, supporting children to engage more safely and confidently online.

• Children may find it harder to transition away from high stimulating content. 
• There are fewer opportunities to build sustained attention through slower, play-based and real word experiences.   
• Some children may appear “zoned out” after extended screen exposure.  

This does not mean technology is harmful, rather, it highlights the importance of balance, moderation and educator guidance.

Scenario 1: Passive Screen Use

Let’s explore a common scenario.
You may have experienced something like this before.

Imagine you are sitting with a group of toddlers during a mat session.

An “educational” video is played on an iPad. The children sit quietly, watching the screen. 

Now, let’s unpack this a little further.  

How was this helpful? ✅

• Visual introduction to new concepts 
• Engagement for visual learners 
• Repetition for key learning ideas  
• Potential to spark discussion/interest afterwards  

What are the limitations? ⚠️

• Children positioned as passive viewers (not actively participating in their own learning)  
• Limited educator interaction during viewing (no opportunities for questioning, extending or co-constructive learning) 
• Reduced language-rich conversation opportunities  
• Decreased peer interaction  
• Risk of becoming a default rather than intentional practice 

Scenario 2: Intentional Screen Use

Imagine the same group, the same setting.

But this time, you sit alongside the children and engage with them throughout the experience. 

As the video plays, you pause at key moments: 

– What sound do you think the lion makes?
– Have we seen anything like that before?
– What do you think will happen next? 

How this supports learning ✅✅✅

• Children are now active participants in their own learning 
• Educators are co-viewing/learning alongside the children  
• Language and thinking skills are extended in real time  
• Learning is connected to real-word experiences 
• Video becomes a prompt for interaction, not the focus 

In this approach, technology enhances rather than replaces the educator’s role. 
The educator remains present, responsive and intentional, using the experience to extend thinking and deepen learning.  

This also aligns strongly with EYLF Practice; Play-based Learning and Intentionality Teaching where educators actively scaffold and extend children’s learning through meaningful engagement. 

Teaching children about safety in age-appropriate ways

When we think about how we can teach children safety you can embed experiences and practical talks such as 

• “Not everything is for everyone” (simple privacy concept) 
• Teaching body autonomy and personal boundaries  
• Helping children understand safe vs unsafe sharing (in simple terms) 
• Role modelling the use of technology  

Artificial intelligence (AI) is becoming increasingly present in early childhood settings, particularly in documentation, planning and communication tools.

You might already be using AI without even realising it.

AI can be a valuable support tool for educators. It can assist with:  

• Generating ideas for learning experiences  
• Supporting documentation writing and reflections 
• Enhancing efficiency in administrative tasks.  

However, it is important to use AI thoughtfully and responsibly:  

Consider:  

• Confidentiality: Avoid entering identifiable information about children or families into AI tools.  
• Accuracy: AI-generated content should always be reviewed, edited and aligned with your professional knowledge.  
• Professional judgement: AI should support your practice – not replace your understanding of the child.  

AI can enhance efficiency, but does not replace the relationships, observations and intentional teaching that sit at the heart of early childhood education.