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0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature

Sandra Marie El Gemayel Orcid Logo, Rosie Flewitt Orcid Logo, Janet Goodall Orcid Logo

Journal of Early Childhood Literacy

Swansea University Author: Janet Goodall Orcid Logo

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DOI (Published version): 10.1177/14687984251388333

Abstract

Research on young children’s use of digital media has increased over recent decades but less is known about the digital language and literacy practices at home of children aged under 3 years. This scoping review was conducted to map knowledge on this phenomenon to inform the ESRC-funded study Toddle...

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Published in: Journal of Early Childhood Literacy
ISSN: 1468-7984 1741-2919
Published: SAGE Publications 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa70573
first_indexed 2025-10-03T17:11:09Z
last_indexed 2025-12-17T05:25:18Z
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spelling 2025-12-16T10:02:19.9741465 v2 70573 2025-10-03 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature ff88a186bd447a1af286d2468fc61688 0000-0002-0172-2035 Janet Goodall Janet Goodall true false 2025-10-03 SOSS Research on young children’s use of digital media has increased over recent decades but less is known about the digital language and literacy practices at home of children aged under 3 years. This scoping review was conducted to map knowledge on this phenomenon to inform the ESRC-funded study Toddlers, Tech and Talk. Fifty-two papers published from January 2000 to June 2024 were identified from six databases: Australian Education Index, British Education Index, ERIC (EBSCO), ERIC (ProQuest), SCOPUS and Web of Science, as well as Google and Google Scholar. The literature was synthesised into the following categories: child language and TV-viewing; video calls; technology and musicality, mark making and book-reading; joint media engagement and the home digital literacy environment. Although child ‘screentime’ has been associated with delayed language development, research suggests these effects can be mediated by the context of technology use, parent co-viewing and interaction. Many extant studies are dependent on parental reports of very young children’s digital activity and/or on simulated contexts. To deepen knowledge on this topic, there is rich scope for observational studies conducted in family homes, co-produced research with parents and children, and longitudinal studies of babies’, infants’ and toddlers’ digital language and literacy practices at home. Journal Article Journal of Early Childhood Literacy 0 SAGE Publications 1468-7984 1741-2919 digital technology, language, literacy, home literacy environment (HLE), joint media engagement (JME), toddlers, tech and talk, video calls, young children 31 10 2025 2025-10-31 10.1177/14687984251388333 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee This work was supported by the Economic and Social Research Council [grant number ES/W001020/1]. ES/W001020/1 2025-12-16T10:02:19.9741465 2025-10-03T18:05:26.3161094 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Sandra Marie El Gemayel 0000-0003-4024-0415 1 Rosie Flewitt 0000-0003-1986-0644 2 Janet Goodall 0000-0002-0172-2035 3 70573__35831__fafe3095848f4e9b89b410a0fb1ef5bf.pdf 70573.VOR.pdf 2025-12-16T09:57:06.8470374 Output 1060146 application/pdf Version of Record true © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License. true eng https://creativecommons.org/licenses/by/4.0/
title 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
spellingShingle 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
Janet Goodall
title_short 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
title_full 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
title_fullStr 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
title_full_unstemmed 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
title_sort 0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature
author_id_str_mv ff88a186bd447a1af286d2468fc61688
author_id_fullname_str_mv ff88a186bd447a1af286d2468fc61688_***_Janet Goodall
author Janet Goodall
author2 Sandra Marie El Gemayel
Rosie Flewitt
Janet Goodall
format Journal article
container_title Journal of Early Childhood Literacy
container_volume 0
publishDate 2025
institution Swansea University
issn 1468-7984
1741-2919
doi_str_mv 10.1177/14687984251388333
publisher SAGE Publications
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description Research on young children’s use of digital media has increased over recent decades but less is known about the digital language and literacy practices at home of children aged under 3 years. This scoping review was conducted to map knowledge on this phenomenon to inform the ESRC-funded study Toddlers, Tech and Talk. Fifty-two papers published from January 2000 to June 2024 were identified from six databases: Australian Education Index, British Education Index, ERIC (EBSCO), ERIC (ProQuest), SCOPUS and Web of Science, as well as Google and Google Scholar. The literature was synthesised into the following categories: child language and TV-viewing; video calls; technology and musicality, mark making and book-reading; joint media engagement and the home digital literacy environment. Although child ‘screentime’ has been associated with delayed language development, research suggests these effects can be mediated by the context of technology use, parent co-viewing and interaction. Many extant studies are dependent on parental reports of very young children’s digital activity and/or on simulated contexts. To deepen knowledge on this topic, there is rich scope for observational studies conducted in family homes, co-produced research with parents and children, and longitudinal studies of babies’, infants’ and toddlers’ digital language and literacy practices at home.
published_date 2025-10-31T05:33:01Z
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