Conference Program

The widespread use of digital tools in everyday life is also having a growing impact on children's lives. The way these devices are used during childhood is a significant factor in the education of citizens: although pediatric guidelines advise against exposure during the first two years and although use accompanied by an adult is recommended, passive use or situations in which the adult uses the device without being present at the child's side are frequent (Common Sense Media, 2025).The PRIN Di.Co.Each. project, developed in collaboration between the University of Florence, the University of Rome La Sapienza, and the University of Bologna, aimed to explore effective strategies for building digital competence from early childhood. Following a literature review, an interdisciplinary team conducted qualitative and quantitative research to assess the use of digital tools in children's lives and to survey the perceptions of families, educational services staff, and pediatricians. The project then included action research involving educators and teachers, which led to the design and implementation of digital education experiences with children and families (Di Bari, Demozzi, Metastasio, 2026).

Action research experiences have demonstrated the usefulness of a playful approach that also includes the use of digital media to explore the limits and possibilities of digital devices and that helps adults understand the need for support for children during their use. At the same time, research highlights how digital exploration experiences can be enriched by a playful framework and by exploring cross-fertilization with analog media. Nursery and preschool staff, starting with specific education, should then be equipped with the skills to design activities that effectively promote cross-fertilization. While educational services have the urgent task of raising families' awareness of their uses, it can also be beneficial to consider projects that combine traditional experiences with experiences in which digital tools, through their specific characteristics, can provoke questions, spark curiosity, encourage observation, and foster new explorations and achievements (Buckingham, 2019; Tisseron, 2023; Marangi, 2023).

These experiences provided input for the development of two guidelines, aimed respectively at families and educational services staff for children aged 0-6. The presentation will focus on the findings of the research and on the experiences of dissemination and discussion, seeking to reflect on the role of the educational alliance (between educational services and families) in building digital competence. ased on the findings of the Di.Co.Each. research, it is crucial to ensure that adults caring for children are informed and trained regarding the risks and potential of digital tools. A fundamental task is to nurture the educational relationship through digital technologies and, at the same time, gradually offer children the opportunities to become active, aware, critical, and creative citizens.