16 July 2026

Smart Screens in the Early Years: What the New DfE Guidance Means for EYFS Providers

Written by

Ben Davies

The Department for Education's new guidance on screen use sends a clear message: screens can have a place in early years education, but they should be used carefully, purposefully and in moderation. Rather than focusing solely on screen time, the guidance encourages practitioners to think about how, why and when screens are used, ensuring they support rather than replace high-quality early learning experiences.

The Key Principle: Screen Use Matters

The guidance distinguishes between screen time (how long a child spends looking at a screen) and screen use (the quality, purpose and context of that experience). A short, shared activity with an adult can be far more valuable than passive viewing for a longer period.

The DfE recommends:

Avoiding screen use for children under 2, except in exceptional circumstances such as video calls
Limiting screen time for children aged 2 to 5 to around one hour per day, or less where possible.

Settings are encouraged to remember that many children will already be accessing screens at home when making decisions about technology use within the provision.

Research cited in the guidance suggests excessive screen use can be associated with:

Reduced verbal interaction and vocabulary development
Lower attention levels
Weaker executive function
Developmental delays.

The guidance reinforces the importance of play, conversation, movement and responsive adult interactions in supporting healthy development.

If screens are used, content should be carefully chosen. The DfE recommends content that is:

Slow-paced and predictable
Advert-free
Free from autoplay features
Free from algorithm-driven scrolling and recommendations.

Practitioners should review digital content before sharing it with children and exercise caution around AI-powered products designed for young children.

The guidance emphasises that screens should not replace educator-child interaction. Children learn most effectively through real conversations, shared experiences and responsive teaching. Where screens are used, adults should actively participate by:

Asking open-ended questions
Describing and narrating what is happening
Encouraging discussion and prediction
Extending children's language and thinking.

Alongside limiting screen use, the guidance encourages practitioners to help children understand the digital world around them. Children can begin learning about different forms of technology and simple ways to use them safely through everyday conversations and exploration.

These experiences provide an important foundation for later learning in Computing and support children's growing awareness of technology in everyday life.

Screen use should never displace activities that are essential for children's wellbeing and development. The guidance recommends:

Avoiding screens during mealtimes
Avoiding screens before sleep periods
Keeping screens switched off when not in use
Creating screen-free spaces
Prioritising active play, outdoor learning and social interaction.

Screens should also not be used as a behaviour management tool or simply to occupy children.

The guidance recognises that screen-based assistive technologies can play a vital role for some children with SEND or communication needs. In these circumstances, technology may support communication, participation and inclusion, and standard screen-time recommendations do not apply.

Practitioners are encouraged to share their approach to screen use with parents and carers, including recommended limits and strategies for promoting healthy habits at home. These conversations should be supportive, practical and non-judgemental.

Final Thoughts

The new guidance offers a balanced approach to technology in the early years. It recognises that children are growing up in a digital world, while reinforcing that the strongest foundations for learning come from play, relationships, communication and real-world experiences. Used sparingly, purposefully and alongside high-quality adult interaction, technology can support learning without displacing the experiences children need most.

DfE - Screen time guidance for EYFS settings

DfE - EYFS Framework (Effective from September 2026)

A look at how you can implement the use of smart screens in an Early Years setting