The concept of digital hygiene for preschoolers: a protection tool or another declarative rhetoric

The use of digital devices in the life of preschoolers has long ceased to be an exception – now it is almost the norm. Increasingly, childhood begins not with a book or a game with peers, but with a tablet or smartphone, which adults hand over “for a few minutes of silence.” That is why the issue of digital hygiene for the youngest has become the object of attention of educational structures. But in reality, where children do not yet understand what “safe content” and “screen addiction” are, and parents often do not have the time or knowledge to regulate it, any attempt to regulate the use of gadgets risks remaining a formality. What is digital hygiene in the context of young children? Is this a necessary step towards the formation of a media-literate generation or just another initiative of fake activity on the part of the Ministry of Education and Science?

What the concept of digital hygiene of preschool children contains

The Ministry of Education and Science announced plans to launch digital hygiene monitoring in kindergartens. Yes, precisely the same monitoring that is so lacking to assess the real effectiveness of educational initiatives. The Draft Concept of Digital Hygiene for Preschool Children, which is currently being discussed, looks quite ambitious on paper, but is it ready to solve the problem, or is it just another trend?

The goal of the project is to teach children the basics of digital hygiene, but it does not seem so new, because in fact it has long been a matter of time. The term “digital hygiene” has become one of the most popular educational and psychological practices in the world in recent years. If for adults this means, first of all, the ability to protect personal data and limit the time spent in front of screens, then for preschool children we are talking about slightly different problems. Behind the seemingly important rules in the Concept project, there is a trap: should children really learn the rules of digital behavior from an early age, or is it just a convenient tool for adults to calm their conscience, because everyone is talking about the importance of limiting screen time? Teaching the right use of technology is a good idea, but the reality is that today’s kids start using gadgets before they even learn to write, let alone a whole host of safety rules.

But officials from the Ministry of Education and Culture are as optimistic as ever, and claim that their project also involves limiting the use of digital technologies during the educational process. At the same time, we still do not have a sustainable strategy. The document proposes the creation of a methodology for assessing the risks of using digital technologies, which already sounds encouraging. But it is not specified who this “expert expert” is, who will assess all these risks and on what grounds. Given the lack of clear criteria and control mechanisms, the real result may be another bureaucratic process that will not change anything.

The project tries to introduce universal restrictions for all children of preschool age, and this is already the first serious mistake. It is necessary to understand that children are not one big group where everyone is the same. A 3-year-old child and a 6-year-old child are representatives of two different worlds. Lack of specifics about age restrictions and types of content can make the concept too abstract and of little use in real life. One strategy for all looks like an easy attempt to pull a universal “belt” on all types of figures.

The concept focuses only on limitations, but the education of a conscious attitude towards technology is not even seen. If children are constantly restricted in their digital experience, a paradoxical situation arises: what is forbidden is what is most attractive. We can only increase the child’s interest in what is forbidden, while not giving him the opportunity to learn to use these technologies for the benefit of his development. Therefore, emphasis on the conscious, responsible use of gadgets, and not only on restrictions, should become the main direction. Otherwise, we will get a generation that will be afraid of technology, instead of understanding how to use it properly.

Officials do not forget about teachers and always find a lot of additional training for them. This time, the Concept stipulates that teachers are required to undergo digital literacy testing on the “Tsyfrogram” platform. Probably, educators will be very happy about another online exam, which does not necessarily correspond to the real needs of children and challenges in the classroom. And parents and educators are promised digital hygiene courses on the “Action. Education” portal. Probably, this is another attempt in the form of introducing quality into education to launch another marketing process.

A plan for such ambitious actions, set for the period from 2025 to 2028, looks like we are preparing for a future that may never come. If there are no concrete actions and real tools at each stage, it will remain just a nicely packaged project that is not capable of changing the situation.

Digital health: from limitations to engagement

Digital technologies have invaded children’s lives in such a way that now it is not a rarity, but a daily occurrence. You can even say that a smartphone in the hands of a child has become an integral part of reality, and parents are trying to at least somehow limit this new world with the help of digital hygiene rules. It is quite clear that in the era of technological revolution, where digital technologies penetrate into all spheres of life, the concept of digital hygiene for children of preschool age is becoming more and more relevant. Preschoolers do not yet read instructions, do not know what “screen time” is, and do not even have time to think about the safety of the virtual world. They simply gravitate to vivid images and sounds, forming their digital habits long before anyone starts to care. For their part, society, educators, and technology companies are trying to regulate this process — sometimes they ban everything in a row, or they create “developing” applications, which can actually be another trap for children’s attention.

The real meaning of the concept of digital hygiene lies not only in the limitations, but also in the correct use of technology. However, the problem lies in the fact that for preschool children it is not always possible to draw a clear line between useful and harmful content. Platforms for learning and developing children often border on funny videos and games that do not promote critical thinking or social skills. Therefore, the question that needs to be asked is not only “how to limit screen time”, but also “how to ensure that the time spent on devices is constructive and educational”.

This requires significant efforts from parents, educators and teachers. Simple advice like “don’t let the baby look at the screen for more than half an hour” looks superficial. A much more difficult challenge is to teach children to analyze content, recognize manipulation and properly interact with the digital environment.

In the context of digital hygiene, another serious question arises – is this not part of a wider problem of technological addiction? Parents who try to limit their children’s access to screens may not realize how they are raising a generation that depends on a constant stream of information. They strive to “protect” children from digital dangers, but they themselves create a new problem when children do not get the necessary skills to adapt to the technologies that surround them. It is quite clear that it is necessary to start with ourselves. Cleaning up your digital footprint isn’t just about logging out of all social media and messengers, although to be honest, that task seems almost impossible. But it’s up to each of us to review the privacy settings and check or uncheck a few boxes.

Let’s start with the basics: we unsubscribe from unnecessary communities and redundant accounts. Take a look at your feed and ask yourself, “Is this content doing any good?” If the answer is negative, don’t be afraid to unsubscribe from such pages. And this applies not only to communities, but also to friends. Next, we monitor device security. You should only download apps from trusted sources, such as the App Store or Google Play. Everything else is a chance for a virus or spyware.

We make it a habit to constantly check passwords so that your data does not become easy prey for hackers. A smart password should be complex, with letters and numbers, preferably in different cases. And by the way, talk to the kids: No one should share their passwords, not even their closest friends.

Another important rule is setting limits on gadgets for children. If the statistics of the American Center for Cyber ​​Security show that almost half of children access the Internet after 11:00 p.m., then maybe it’s time to make the gadget “unnecessary” for the night. A simple tradition — handing in phones to charge before bed — will allow your child to sleep peacefully, and you will be sure that he is not sitting on Instagram instead of sleeping.

But not only gadgets can be a problem. If your child, who usually does not let go of the phone, suddenly stopped using it, this is a reason to be wary. Maybe she was a victim of cyberbullying. This is the most common form of aggression today.

It is also important to teach children to be vigilant not only on the Internet. Fraudsters do not shy away from anything, even ATMs. Don’t let them forget the basics of digital security and your family will stay on the safe side.

How they monitor the digital hygiene of children abroad

Foreign countries have long been developing and implementing digital hygiene concepts, trying to find a balance between the benefits of technology and the dangers of excessive screen time. But are these initiatives effective? Let’s consider how different states approach this problem.

In Sweden and Finland, known for their progressive approach to education, the concept of digital hygiene is integrated even in kindergartens. Screens are not prohibited here, but their use is clearly regulated. For example, in Finnish preschools, children interact with gadgets only under the supervision of teachers and with a clear educational task. An important aspect is the “ecology of screens”. Digital devices do not replace classic games or live communication, but only complement them.

France took a tougher path. A 2018 law bans the use of smartphones in schools, including junior grades. Technologies are used minimally in preschool education, focusing on the development of motor skills and communication skills. Children here are taught to treat gadgets as tools, not sources of endless entertainment.

The American approach is less regulated, but has its own characteristics. For example, in many kindergartens in the United States, special digital literacy programs are implemented, which teach children and parents how to use the Internet safely even before school. In parallel, corporations such as Google and Apple offer parental controls that allow adults to manage the content their children view.

China demonstrates a radically different approach – strict regulation at the state level. The country has restrictions on children’s screen time: the government prohibits preschoolers from spending more than a certain amount of time in front of screens per day, and strict content censorship has been implemented for school-aged children. In addition, large technology companies such as Tencent are forced to implement restrictions on the use of their applications by minors.

In Japan, despite advanced technologies, they rely on traditional methods in the education of preschoolers. In kindergartens, the use of digital devices is limited, and the main emphasis is placed on physical activity, group games and the development of social skills. At the same time, there are government programs that teach parents how to form healthy digital habits in children.

The experience of different countries shows that there is no universal recipe for digital hygiene. Where some countries impose strict restrictions, others prefer flexible guidelines and educational programs. At the same time, there is a common understanding: uncontrolled use of gadgets in preschool age is a risk that requires a systematic approach. Ukraine, which is just beginning to form its own concept of digital hygiene, has much to borrow from world leaders in order to create an effective model for future generations.

It is important to understand that the real challenge of digital hygiene lies not only in limitations, but also in the formation of a healthy relationship with technology. In other words, children must learn not only to control their screen time, but also to understand how to properly use technology for development, learning and communication. Together with digital specialists, educators and psychologists, parents should create an environment where children can learn to safely interact with technology. But in today’s world of dependence on digital technologies, adults themselves are becoming not very good role models. We all understand very well that both parents and educators themselves spend a huge amount of time in front of screens, because they do not know how to properly set limits. Therefore, it cannot be about any hygiene if one’s own experience is an example of uncontrolled use of technology.

Therefore, the concept of digital hygiene cannot be just another initiative that works out “fashionable” practices in education. It should become the basis for the formation of new digital values ​​and healthy relationships with technologies that allow development without harming mental and physical health.

The draft Concept of digital hygiene for preschool children is an important initiative, but it needs significant refinement. A system of restrictions will not solve the problem. In order for the concept to really work, it is necessary to take into account individual age characteristics, the importance of emotional development, the active role of parents and teachers, as well as to ensure a dialogue between technology and the socialization of children. If these issues are not resolved, the concept risks becoming just a beautiful declaration that will not change the real situation. And we risk creating a generation that does not know how to use technology wisely and may become its victim. And most importantly, no concept of digital hygiene will work if the child sees his parents constantly on the phone every day, and conversations with him are replaced by the background of news or social networks. Digital hygiene begins not with control, but with attention to the child, when he is talked to and played with, when he is taught and listened to carefully.