Media and public discourse on digital technology use in early childhood often highlight narratives of concern about children’s screen time, online safety, digital choices, and emotional and behavioural challenges surrounding their digital activity (e.g., ‘techno-tantrums’ when requests for digital devices are denied or when required to transition away from a digital device). Our recent meta-analysis suggests that children’s self-regulation is associated with these digital behaviours and reactivity from childhood through to adolescence, although its role is nuanced. Unfortunately, most research has focused on associations of self-regulation with screen time and problematic patterns and risky forms of digital engagement, providing low clarity regarding when, for what, and under what conditions self-regulation is involved in different types and contexts of young children’s digital engagement. This seminar will unpack those meta-analytic findings on the role of self-regulation in young children’s digital activity, and add emerging research and essential future research directions that further consider interactions of individual, educational, digital design, and contextual factors – which may point to better solutions to prepare children for the digital demands of their present and future.

Teams link: teams.microsoft.com/meet/3825967966058?p=oaa4boDA3tu5ZnqMja