Digital Exposure, Inequalities and Early Learning Outcomes: Insights From England in International Early Learning and Child Well‐Being Study ( IELS )

This study examined whether computer and tablet use affects early literacy and numeracy skills in five-year-old English children. Using data from 2,577 children, researchers measured cognitive skills and family background information, then used statistical models to identify what predicts learning outcomes. Socio-economic status, age, and special educational needs were the strongest predictors of both literacy and numeracy, while frequency of device use added very little to explaining differences in learning once other factors were accounted for. The findings suggest that early learning inequalities come mainly from family circumstances and developmental factors rather than from how much children use digital devices.

Key points

• SES, age and special educational needs status were the strongest predictors of literacy and numeracy outcomes
• Computer/tablet use frequency added minimal explanatory power beyond socio-economic and developmental factors
• Early learning inequalities are primarily driven by socio-economic and developmental factors rather than digital device use
• Study controlled for sex, immigrant background, home language, parental involvement and family structure
• Analysis included 2,577 children assessed on standardised cognitive measures

Limitations

This is an observational study based on parent-reported device use frequency and cross-sectional data, so it cannot establish causation or show whether device use changes over time. The study cannot explain the mechanisms through which socio-economic factors affect learning, nor can it distinguish between different types of digital content or quality of engagement with devices.