In media education, it’s often said: “Merely producing media is not media literacy, although media literacy should include media production.” This quote, from Renee Hobbs, highlights the difference between creating content and truly understanding it, something that’s become increasingly important now that children are growing up immersed in digital media.

Before switching careers to focus on early childhood education, I spent years in the tech and media industries. I’ve seen firsthand how digital tools can inspire creativity and connection, but also how easily they can overwhelm or mislead, especially for young children who are still learning how to interpret the world around them. That’s why I believe media literacy should start early, with adults playing an active role in guiding children’s experiences with screens.

When we talk about “good” content, we don’t just mean content that keeps kids quiet or entertained. Truly beneficial media for children is content that is developmentally appropriate, emotionally safe, and enriching. It should respect a child’s stage of understanding. For example, a toddler who refuses a broken banana isn’t being difficult; to them, something broken is no longer what it was. That same black-and-white logic applies when they interpret media. They may not yet be able to distinguish between fiction and reality, or understand satire, suspense, or sarcasm.

This is why adult involvement matters. Research shows that children process visual information within just four seconds. They don’t need a full narrative to be influenced by what they see, often, a single image or moment is enough. As caregivers, we shouldn’t leave content decisions up to autoplay or algorithms. Instead, we can pre-screen videos, co-view them with our kids, and talk about what they’re watching. These small but powerful actions help children build a critical lens while also feeling supported and safe.

Of course, media shouldn’t replace hands-on experiences like outdoor play, storytelling, art, or building things with their hands.

A few resources I recommend to help with this: Common Sense Media offers age-based reviews for shows, games, and apps; Zero to Three has great insights into early development; and NAEYC provides guidance on what’s developmentally appropriate when it comes to media and technology. Just as we select healthy foods and enriching activities for our children, we can also choose media that supports their growth.

As a parent and educator, I believe screen time can be an opportunity, not a problem, if we approach it with care, curiosity, and intention and at the right age. No screens before 3 years old is the ground rule, but we can gradually integrate stories, and images in co-viewing with the parents, en discussing what they saw is premium. By doing so, we help children develop not just media skills, but life skills, which is “how can I make the healthier decision for myself”? At least that’s the target.

Sources:

• Hobbs, R. (2010). Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin.

  • Supports your opening quote and emphasizes the difference between media production and literacy.

• Christakis, D. A. (2009). The effects of infant media usage: What do we know and what should we learn? Acta Paediatrica, 98(1), 8–16.

  • Supports the claim that children process visual information quickly and are influenced by media.

• Valkenburg, P. M., & Piotrowski, J. T. (2017). Plugged In: How Media Attract and Affect Youth. Yale University Press.

  • Explains how children interpret media and the need for adult guidance.

• National Association for the Education of Young Children (NAEYC). (2020). Technology and Interactive Media as Tools in Early Childhood Programs.

  • Supports the importance of developmentally appropriate media for young children.

• Zero to Three. (n.d.). Screen Sense: Setting the Record Straight on Screen Time.

  • Offers evidence-based recommendations for safe media use in early childhood.

• Common Sense Media. (n.d.). Age-Based Media Reviews.

  • Practical tool for parents to select quality, age-appropriate media.

• Anderson, D. R., & Subrahmanyam, K. (2017). Digital Screen Media and Cognitive Development in Early Childhood. Pediatrics, 140(Supplement 2), S57–S61.

  • Provides research on how screen media affects cognitive development.