Conference Program

The expansion of digital technologies is redefining the socialization practices of children under six, anticipating their entry into the "platform society." This contribution presents the findings of an extensive quantitative study conducted within the framework of the PRIN 2022 Di.Co.Each. project. The research involved a robust sample of 2,041 parents and 667 ECEC (Early Childhood Education and Care) professionals across Italy, exploring the tension between adult perceptions, parental, technological and professional self-efficacy, and actual mediation practices. Data reveal almost universal digital accessibility: 93% of families own a smartphone and 73% a tablet. However, a significant "usage paradox" emerges: despite high availability, 65% of children aged 3-6 use these devices for less than 30 minutes daily, reflecting a mediation style often dictated by parental anxiety or restrictive gatekeeping. A key finding concerns the "regulative" use of technology: 33% of parents admit using devices primarily to manage children’s behavioral needs - such as during meals or to soothe tantrums - effectively falling into the "babysitting screen" model, where care and regulation are partially delegated to the device. Furthermore, the research highlights a systemic misalignment between home and school. While parents are often skeptical about digital tools in nurseries, fearing they might limit socialization, educators show a cautious openness towards their pedagogical potential. Crucially, the study finds that parental digital self-efficacy (the perception of being a "competent guide") is a stronger predictor of supportive mediation than technical skills alone. For professionals, the lack of specific training remains the primary barrier to integrating digital tools into a structured "critical-agency" framework.
Through the lens of the UN Convention on the Rights of the Child, the analysis discusses how these gaps risk exposing children to premature datafication. This contribution concludes by advocating for a "pedagogical alliance" between families and ECEC services to transform digital devices from passive entertainment tools into environments for symbolic exploration, ensuring equitable digital citizenship and protecting young children’s agency.