Across Canada, early years educators are increasingly finding themselves at the crossroads of tradition and technology. It’s no longer unusual to see toddlers trying to “swipe” picture books or hear preschoolers talk about their favourite YouTube characters as if they were friends from the playground. Digital media is woven into the lives of young children in ways previous generations never imagined. Parents carry smartphones everywhere; tablets calm children during long appointments; televisions glow in living rooms and daycare drop-off areas; and digital toys have become staples in Canadian homes.
The early years sector is not just witnessing this shift it is living it.
And the question at the centre of it all is one that educators and families across Canada are asking every day:
The answer is far from simple.
On one hand, educators recognize that technology is part of modern life. Children will grow up in a digital world, and becoming digitally literate is an important life skill. On the other hand, childhood is a time of sensory exploration, physical movement, connection, play, and hands-on experiences, the very things that screens can interfere with when used without intention.
The tension between these two realities has led to increasing concern, reflection, and conversation in Canadian early years settings. And it has raised another important question:
The Canadian Paediatric Society (CPS) has made its stance clear: screen time for children under five should be approached with caution and clear limits. Their guidelines emphasize interaction, developmentally appropriate use, and the potential risks associated with passive screen exposure especially for infants and toddlers. These guidelines have caused many early years centres to look inward and re-evaluate their own policies and practices.
This blog explores the heart of the issue. It examines why digital media matters in early childhood, how Canadian centres can approach it with balance and intentionality, and what educators can do to protect development while still preparing children for a digital world. It is an exploration of responsibility, leadership, and the future of early learning in a country where technology is both a tool and a challenge.
Let’s begin by grounding ourselves in the reality of what digital media looks like in Canadian early years contexts today.
If you step into any Canadian early learning centre today, you will likely notice several trends. Children are coming into care with varying levels of exposure to digital media. Some toddlers can navigate a tablet better than an adult. Others can recite entire episodes of shows they watch at home. Some depend on screens to fall asleep. Some prefer digital stimulation over physical toys. Some become overstimulated, dysregulated, or frustrated when screens are removed. Some have limited verbal language but can name cartoon characters instantly.
Educators across provinces report similar stories:
children who struggle with self regulation after extensive screen time, toddlers who find it difficult to engage in open-ended play, and preschoolers who gravitate toward fast-paced, high-stimulation content that shortens attention spans.
None of these behaviours are the fault of parents screens have become deeply ingrained in modern Canadian family life. They ease busy schedules, soothe children during stress, and provide necessary breaks for caregivers. Many parents simply don’t know the full developmental impact of digital media because our culture treats it as harmless even for babies.
And yet, in early years classrooms, educators see the direct effects. They see when a child has difficulty settling during circle time, or when a toddler expects instant gratification, or when a child becomes frustrated by slow, open-ended tasks. They notice when children imitate fast-paced digital behaviours, mimic online personalities, or show limited creativity when presented with simple materials.
These observations are not judgments, they are data. They are the lived experiences of professionals who understand child development deeply.
This is why digital media in early years settings has come under scrutiny in Canada. The question is no longer whether screens affect early development, but how much and in what ways.
The Canadian Paediatric Society has addressed these concerns by providing age-based screen-time recommendations, urging caregivers and educators to prioritize hands-on exploration, play, and social interaction. Their guidelines are not meant to demonize technology, but to ensure it is used in ways that honour the unique needs of young children.
As early years educators, we must navigate this digital terrain with clarity, compassion, and intentional decision-making. And that begins with understanding why this issue matters so deeply.
Digital media is not inherently harmful but it can become harmful when it replaces the developmental experiences young children need most. The first five years of life lay the foundation for emotional regulation, language development, attention, motor skills, creativity, and social understanding. Screens can interrupt these processes when they displace active, hands-on learning or when the content becomes overstimulating.
For infants and toddlers, development occurs through sensory experiences: touching, mouthing, rolling, crawling, climbing, stacking, scribbling, babbling, and interacting with responsive adults. Screens cannot replicate the warmth of human connection or the depth of real world exploration. An infant cannot learn emotional cues from a screen in the same way they do from a caregiver’s face. A toddler cannot develop motor coordination through watching a video. A preschooler cannot strengthen social skills by interacting with characters who never respond authentically.
This is why the Canadian Paediatric Society emphasizes limited screen time for children under five, and almost no screen time for children under two. It’s not about fear it’s about protecting the developmental processes that screens simply cannot support.
Still, screens are here to stay. Technology will not disappear from Canadian households, and it shouldn’t. Instead, educators have a responsibility to balance digital exposure with strong developmental foundations. This balance is not easy, but it is essential for helping children thrive in the modern world.
Educators across Canada have been increasingly vocal about the effects of screen exposure on young children. While every child is unique, several recurring patterns have emerged.
One common concern is shortened attention spans. Many digital programs are designed to move quickly, with bright colours, sudden sounds, high contrast, and fast transitions. These features captivate young brains but they also condition them to expect constant stimulation. When children encounter slower, open-ended play in early years environments, they may become bored quickly or struggle to engage deeply.
Another concern is decreased tolerance for frustration. In many digital programs, tasks are either easy, guided, or instantly restarted. When children meet real world challenges stacking blocks that fall, negotiating with peers, putting shoes on, or waiting turns they may become upset more easily because they’re accustomed to immediate digital feedback.
Educators also report delayed social skills in some children with heavy screen exposure. Digital interactions are one-sided; characters never challenge, question, or misunderstand children. As a result, some children may struggle with the nuances of real relationships sharing, negotiating, waiting, noticing emotional cues, or understanding empathy.
Some educators have even observed physical impacts: weaker fine motor skills due to limited grasping opportunities at home, limited gross motor practice because of long hours of screen viewing, and reduced stamina for outdoor play.
These observations are not meant to alarm. They are meant to inform.
Educators hold a unique vantage point: they observe dozens of children each year from diverse backgrounds. When they notice patterns, it is because those patterns are real.
This is why early years centres must think carefully about the role digital media plays in their programs especially in baby and toddler rooms where developmental vulnerability is highest.
Parents often wonder what role screens should play in childcare settings. They want reassurance that their children are not being placed in front of screens passively. They want centres to model healthy practices. They want alignment between what they read from the Canadian Paediatric Society and what they see in the classroom.
Centres that take this issue seriously send a powerful message:
We understand your child.
We understand development.
And we will use technology responsibly.
Ignoring the conversation around screens often leads to inconsistencies. One educator may allow a video, while another avoids screens entirely. One room may occasionally show cartoons; another may use digital games without understanding their impact. These inconsistencies can confuse families, contradict research, and undermine trust.
Canadian early years centres who are proactive about digital media tend to have clearer communication, stronger leadership decisions, and safer developmental environments. They create transparent policies, train educators on best practices, and partner with families to create collaborative expectations.
When centres lead the conversation, they demonstrate professionalism and expertise. When they avoid it, they risk leaving families confused and educators uncertain.
Canada is undergoing a massive transformation in early childhood education. With the nationwide push toward a $10-a-day childcare system, the expansion of spaces, and the growth of early years programs across provinces, the need for clarity around digital media is stronger than ever.
Centres are growing. Staff are being hired. Policies are being rewritten. New families are entering programs that didn’t exist just a few years ago. And in this period of enormous change, it is crucial that early years settings establish consistent, research-informed expectations around technology.
The Canadian Paediatric Society has already sent a clear message: screen time must be approached with caution, especially for children under five. Their guidance is grounded in developmental science and in the realities educators observe daily. As Canadian early learning evolves, these guidelines provide a compass for decision-making.
Canadian families are also increasingly concerned about the rise of digital media in young children’s lives. They are reading about attention challenges, speech delays, sleep disruptions, and behaviour changes connected to screens. They want centres that understand these concerns and respond thoughtfully.
This is why this conversation is not just timely, it is necessary.
As digital media becomes more present in children’s lives outside of childcare, early years centres across Canada are being pushed to clarify their stance inside the classroom. Many centres used to avoid the conversation altogether, perhaps because screens were rarely used in the past or because technology didn’t feel as relevant to early learning. Now, however, the issue can no longer be ignored. Parents have questions. Educators see the effects. Directors want consistency. And the Canadian Paediatric Society has provided strong developmental guidance.
To create a policy that truly supports children, early years programs must begin by grounding themselves in purpose. Why would a centre use digital media at all? What developmental value would it bring? What would be lost if technology replaced hands-on, sensory rich play? These questions guide thoughtful decisions and prevent screens from sneaking into classrooms simply out of convenience.
A strong policy is not about banning screens outright or embracing technology blindly. It is about intentionality deciding what aligns with development, what doesn’t, and what role educators play in shaping children’s media habits. Policies become powerful when they affirm what early learning truly stands for: relationships, play, exploration, and real-world experiences.
Once a centre defines its philosophy, the next step is ensuring consistency. Families deserve to know exactly what to expect. Educators deserve to know what is acceptable. And leadership needs clarity to support the team. A transparent policy allows everyone to work together with confidence, ensuring children receive a predictable, developmentally safe experience regardless of which room they enter.
This policy also becomes a tool for advocacy. When parents face pressure at home around screens, crying toddlers who want a tablet, exhausted evenings filled with cartoons, busy commutes where screens keep children quiet, educators can gently support families with research-informed information. A strong policy isn’t confrontational; it’s compassionate. It gives educators the language and confidence to talk to families without judgment.
Most importantly, thoughtful screen-use policies honour childhood. They protect the space children need to play deeply, explore freely, create imaginatively, and connect meaningfully with their environment and the people around them.
Talking with families about screen time can be delicate. Screens have become woven into Canadian households for many reasons: convenience, work schedules, stress, exhaustion, or simply habit. Many parents genuinely do not know how much screen time is too much, nor how it affects development. Others feel guilty, embarrassed, or judged when the topic comes up.
For early years educators, this means that conversations must be rooted in empathy and understanding. The goal is not to shame parents for their choices but to guide them toward new possibilities. When educators approach the topic with warmth and curiosity rather than criticism, families become more open to change.
A helpful starting point is acknowledging that screens have become part of everyday life. Instead of saying “screens are bad,” educators can frame the conversation around balance: the importance of play, movement, outdoor time, reading, and connection. Families are more receptive when they feel understood, not attacked.
It also helps to be honest about what educators witness. When educators say, “We’ve noticed that when children spend less time on screens, they tend to settle more easily into play,” families can appreciate that the feedback comes from observation, not judgment. Real examples from the classroom can open the door to meaningful discussion.
Another important piece is honouring the challenges families face. Many parents are juggling long work hours, commuting, and the mental load of parenting. Screens often become survival tools. Recognizing this reality reduces defensiveness. From there, educators can offer alternatives that feel achievable — not overwhelming. Suggestions like playing calming music instead of a cartoon during breakfast, or offering a quiet sensory activity at home, can slowly shift habits.
Lastly, conversations about screen time should always be framed within the context of child development. Families trust educators because they know educators understand children. When educators explain that toddlers learn best through movement, that infants need face-to-face interaction to develop language, or that preschoolers grow cognitively through imaginative play, families can make more informed decisions.
These conversations do not need to be one-time events. They can happen gradually, woven into daily check-ins, newsletters, parent meetings, or family workshops. When educators and families become partners in supporting healthy habits, children benefit enormously.
One reason families rely on screens is that they feel like the only option, especially during busy or stressful moments. Early years centres have an opportunity to demonstrate how children can be meaningfully engaged without digital devices. The classroom becomes a live example, a model of what is possible.
Across Canadian early learning environments, educators are experts at capturing children’s attention through creativity, connection, and play. Whether it’s a toddler transfixed by a treasure basket, a preschooler deep in a storytelling game, or a baby exploring the rhythm of a caregiver’s voice, early years classrooms remind us that children’s natural curiosity is stronger than any screen when the environment is intentionally designed.
Replacing screen time isn’t about adding more toys or creating more complicated activities. It is about offering sensory-rich, open-ended experiences that allow children to think, explore, and engage deeply. The beauty of early childhood is that simple materials often provide the most powerful learning: wooden rings, scarves, sensory bins, art materials, loose parts, blocks, and nature treasures.
These alternatives not only engage children but help develop the skills that screens cannot provide fine motor coordination, problem-solving, oral language, creativity, emotional regulation, and social understanding. When children spend time in hands-on activities, they learn to focus for longer periods, tolerate frustration, and communicate their needs more effectively.
In many ways, replacing screen time with meaningful experiences also supports children’s mental health. Screens can be overstimulating, fast-paced, and emotionally flattening. Real play offers the opposite: grounding, soothing, imaginative, and relational experiences that help children feel safe and regulated.
Centres that model screen-free, play-focused environments are not just caring for children, they are educating families. When parents see how engaged their child becomes with simple materials or how their behaviour improves without screens, they begin to feel empowered to try new approaches at home.
The key is not to restrict technology alone, but to show what is possible without it.
Technology is not the enemy. The challenge in early years education is not whether technology exists, but how it is used. There is a significant difference between passive screen time where a child watches videos or swipes aimlessly and intentional, educator-led digital experiences that are limited, meaningful, and connected to real human interaction.
Intentional use might look like an educator showing children photos of their families during circle time, helping them make connections and build conversations. It might involve a short video of a baby chick hatching before children visit a local farm, sparking curiosity and questions that later evolve into hands-on play. It could involve taking photos of children exploring nature and reviewing them together to deepen reflection and language development. It might include using digital maps to explore Canadian communities, forests, or oceans as part of a project-based learning experience.
The difference is in the purpose. Intentional digital experiences are social, brief, and deeply connected to the children’s play. Passive screen time is solitary, overstimulating, and disconnected from hands-on learning.
When educators use technology intentionally, they remain fully present, interpreting the experience for children, adding language, linking the digital moment to real-world exploration, and extending the learning into physical play.
This type of digital use does not replace early childhood best practices, it supports them. It respects the CPS guidelines by avoiding passive exposure and ensures that screens never dominate the classroom. It teaches children that technology is a tool, not a toy. Something that supports our curiosity, not something that interrupts it.
This balanced approach prepares children for a digital world while preserving the irreplaceable developmental experiences of early childhood.
Digital literacy is becoming increasingly important in Canadian society, and early years educators have an opportunity to build foundational skills without compromising developmental needs. Digital literacy does not mean learning how to type, navigate a tablet, or play educational apps. Instead, it begins with deeper concepts: exploring communication, understanding cause and effect, recognizing symbols and images, making meaning from visual information, and learning through shared experiences.
Digital literacy in the early years can look like children taking photos of their block towers and describing what they built. It can be exploring how to use a digital thermometer during a science experiment. It can involve reading digital storybooks together in a way that emphasizes conversation and connection rather than passive viewing. It can include using child-friendly microphones to record their voices during a storytelling project.
These experiences help children understand that technology is a tool for creativity and expression, not just entertainment. When used responsibly and sparingly, technology can support early digital literacy without undermining play, social interaction, or physical exploration.
Canadian early learning programs do not need to rush children into technology. The digital world will be there when they are older. What children need now are the foundational human experiences: connection, movement, communication, and sensory play. These prepare them for future digital engagement.
Early years centres can model an approach rooted in intentionality, balance, and respect for childhood. Technology becomes a complement to learning, not a replacement for it.
Before early years centres can guide children and families toward healthier screen habits, educators must reflect on their own relationship with technology. This is not about guilt or perfection. It is about professional responsibility and self-awareness. Children learn as much from what they see as from what they are told, and educators model digital behaviour throughout the day, often without realizing it.
In a Canadian early learning environment, a phone in an educator’s pocket is more than a device it is a cue. If children see educators frequently checking phones, they begin to associate adults with constant digital engagement. They may view screens as an essential part of daily life rather than a tool used with purpose and restraint.
This doesn’t mean educators must reject technology entirely. Instead, it is about creating boundaries and intentional habits. Keeping personal phones out of sight during working hours, using centre devices only for documentation or communication needs, and being mindful of how often a screen comes between the educator and the child are simple but powerful steps. When educators are fully present, children feel it. They experience deeper connection, richer language, stronger guidance, and a sense of emotional security that no digital tool can replicate.
Educators who regulate their own digital use send a strong message: screens have their place, but they do not replace human connection. This modeling becomes a foundation for the entire centre’s culture, shaping how children and families perceive the role of technology in early learning environments.
Just as educators model digital habits for children, leaders and directors model them for staff. A centre’s culture around technology is shaped from the top down. When leadership communicates clear expectations, provides strong guidelines, and models healthy digital behaviour, the entire team benefits. But when policies are unclear, inconsistencies arise, and the boundaries around screen use become blurred.
In many Canadian centres, the challenge isn’t that technology is used excessively, it's that its use isn’t clearly defined. A director might allow one room to use digital storybooks but not another. A supervisor might approve a short video for a special activity while another staff member prohibits screens entirely. Over time, these inconsistencies confuse educators and families. The lack of a shared vision undermines trust.
Leadership can shift this simply by being intentional. Directors who articulate a vision rooted in developmental science create alignment across classrooms. They emphasize why the centre values play, why relationships matter more than devices, and why screens must remain minimal, purposeful, and educator-led. They ensure that staff understand how digital media fits into the curriculum not as an escape or a distraction, but as an occasional tool with clear purpose.
Strong leaders also ensure that educators are supported, not micromanaged. The goal is not to police staff but to empower them. When educators know the “why” behind a decision, they are more enthusiastic about implementing it. They appreciate the clarity and feel respected when their centre provides guidance rather than criticism.
Additionally, leaders who provide alternatives for children, encourage creative programming, and schedule time for outdoor play or hands-on experiences are indirectly reducing the temptation to rely on screens. They create an environment where meaningful engagement is the norm, making digital media feel unnecessary rather than forbidden.
Ultimately, leadership is the anchor for digital balance. When leaders embody the values they expect from their educators, the entire centre benefits.
As Canada becomes more diverse, early years educators must recognize that families’ relationships with technology vary widely. Some families use screens extensively because they are balancing multiple jobs or working long hours. Others may use technology to maintain connections with relatives overseas. Some rely on screens as part of daily routines simply because they have few other resources or limited access to outdoor play spaces. On the other hand, some families have strict rules around technology and prefer very limited exposure.
This diversity means that early years centres cannot assume that all families approach digital media the same way. Instead, educators must engage with families with sensitivity, understanding the cultural, economic, and situational factors that shape their choices.
In some communities, technology is an important cultural link. Families may use video calls to stay connected with grandparents abroad or rely on YouTube videos in their home language to support bilingualism. In these cases, technology serves a valuable purpose that should not be dismissed.
In other communities, screens provide access to educational content that parents may not be able to provide through books or activities. Particularly in northern or remote Canadian regions, technology can bridge gaps caused by geographic isolation.
This is why early years centres must approach the topic with empathy. The goal is never to impose strict rules on families based on assumptions. Instead, the goal is to guide, educate, and support families to make informed decisions while respecting their individual realities.
Educators must walk alongside families, not ahead of them. They must listen to parents’ concerns, understand their context, and gently introduce new approaches. When trust forms, families are more likely to try screen-light routines, embrace play-rich alternatives, and collaborate with the centre’s philosophy.
Equity also means recognizing that not all families have access to digital tools or the internet at home. For some children, early years centres may be the only place where they engage with technology at all. In these cases, complete avoidance may widen digital literacy gaps later in life. This is where intentional, educator-led learning experiences become valuable not as entertainment, but as educational inclusion.
In Canada’s multicultural, multi-economic landscape, digital media must be handled with nuance and sensitivity.
Once a centre defines its values regarding digital media, the next step is bringing those values into daily practice. This transition requires collaboration, consistency, and clear communication. It is not enough to write a policy and hope for the best. The policy must come alive through routines, interactions, and culture.
Implementation begins with team dialogue. Educators should feel included in the creation of guidelines, offering their insights and voicing their questions. When educators participate in shaping expectations, they feel a sense of ownership. A directive that feels imposed will rarely succeed; a guideline that emerges through teamwork becomes a shared mission.
After establishing shared understanding, leadership must ensure that educators are trained not just in what the policy says but why it matters. When the developmental reasoning is clear, educators uphold the guidelines with confidence. They can explain the rationale to families, maintain consistency across rooms, and make informed decisions when new situations arise.
Implementation also involves monitoring patterns and adjusting where needed. A guideline might need refinement if certain age groups respond differently than expected or if families express confusion. Communication must remain open and flexible.
One important aspect of implementation is avoiding “technology creep.” This occurs when screens slowly reappear without intention: a short video here, a quick cartoon there, a moment of quiet achieved through a device rather than connection. Creep happens subtly, often during busy days or tired moments. Strong guidelines protect educators from these pressures by providing alternative strategies for transitions, calming routines, and engagement.
Finally, a digital-use policy only works when it is reinforced by the centre environment. A play-rich, relationship-based, sensory-focused classroom naturally reduces the temptation to use screens. When educators have access to high-quality materials, supportive co-teachers, and stable routines, technology fades into the background exactly where it belongs for young children.
In every Canadian early learning setting, the emotional climate of the classroom is more important than any device, toy, or curriculum. Children under five learn through faces, voices, gestures, and shared moments. They learn through co-regulation the dance of emotional attunement between child and caregiver. This process cannot be replaced by animation, digital storytelling, or interactive games, no matter how advanced the technology becomes.
Screens do not respond to a toddler’s frustration with empathy.
Screens do not adjust their tone when a child is sad.
Screens do not laugh back when a preschooler tells a joke.
Screens do not notice when a baby’s eyes widen with curiosity.
Screens do not celebrate a child’s first attempts at sharing or their bravery as they climb higher on the playground.
Human connection is the foundation of early learning.
It is what shapes the brain, builds resilience, and forms the basis of future relationships.
When early years centres emphasize connection over convenience, children benefit in every measurable way. Language skills grow. Emotional regulation strengthens. Social competence deepens. Behaviour improves. And children feel anchored by a sense of belonging, something no digital tool can provide.
This is why screens must remain a small, intentional part of early learning environments and never a replacement for the one thing children need most: responsive, caring adults.
As technology continues to evolve and digital media becomes even more deeply embedded in Canadian life, early years educators hold a powerful role in shaping the future of childhood. They are not simply caretakers of children; they are caretakers of development, of identity, of curiosity, of social skills, and of wellbeing. They are guides in a world where screens compete for children’s attention, and they are advocates for the kind of childhood experiences that screens cannot provide.
Canadian early learning centres have an opportunity and a responsibility to lead families toward healthier digital habits. By modelling intentional screen use, creating thoughtful policies, offering enriching alternatives, and supporting families with empathy, they become beacons of balance in an increasingly digital world.
Screens are not going away. But childhood does not need to be defined by them.
Technology will continue to advance, but the needs of young children will remain beautifully consistent: play, movement, creativity, connection, nature, and love.
A future where screens complement rather than dominate childhood is possible. It begins with awareness. It grows through leadership. It strengthens through educator action. And it becomes sustainable through partnerships with families.
Every day, in classrooms across Canada, early years educators are already doing this work gently guiding children away from overstimulation and toward exploration, replacing cartoons with conversation, replacing videos with outdoor adventure, and replacing digital noise with meaningful interaction.
These educators are shaping the future.
They are building digital balance.
They are protecting childhood.
And they are doing it one moment, one decision, and one child at a time.