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

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Title: Digital Exposure, Inequalities and Early Learning Outcomes: Insights from England in International Early Learning and Child Well-Being Study (IELS)
Language: English
Authors: Nadia Siddiqui (ORCID 0000-0003-4381-033X), Yi Feng (ORCID 0009-0002-1144-0581)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Foreign Countries, Computer Use, Tablet Computers, Emergent Literacy, Numeracy, Preschool Children, Socioeconomic Influences, Age Differences, Special Needs Students, Socioeconomic Status, Early Childhood Education
Geographic Terms: United Kingdom (England)
DOI: 10.1111/ejed.70682
ISSN: 0141-8211
1465-3435
Abstract: This study explores the link between computer/tablet use frequency and emergent literacy and numeracy among five-year-olds, using data from the 2018 England sample of the International Early Learning and Child Well-being Study (IELS). The analysis includes 2577 children assessed on standardised cognitive measures, alongside parent-reported early life and family background information. Linear regression models predicted literacy and numeracy outcomes, controlling for sex, age, immigrant background, socio-economic status (SES), special educational needs (SEN), home language, parental involvement and family structure. Results indicate SES, age and SEN status were the strongest predictors of both literacy and numeracy. In contrast, computer/tablet use frequency added minimal explanatory power once these factors were considered. Findings suggest early learning inequalities are primarily driven by socio-economic and developmental factors rather than digital device use.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507167
Database: ERIC
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  Data: Digital Exposure, Inequalities and Early Learning Outcomes: Insights from England in International Early Learning and Child Well-Being Study (IELS)
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  Data: <searchLink fieldCode="AR" term="%22Nadia+Siddiqui%22">Nadia Siddiqui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4381-033X">0000-0003-4381-033X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi+Feng%22">Yi Feng</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-1144-0581">0009-0002-1144-0581</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Use%22">Computer Use</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1111/ejed.70682
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
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  Data: This study explores the link between computer/tablet use frequency and emergent literacy and numeracy among five-year-olds, using data from the 2018 England sample of the International Early Learning and Child Well-being Study (IELS). The analysis includes 2577 children assessed on standardised cognitive measures, alongside parent-reported early life and family background information. Linear regression models predicted literacy and numeracy outcomes, controlling for sex, age, immigrant background, socio-economic status (SES), special educational needs (SEN), home language, parental involvement and family structure. Results indicate SES, age and SEN status were the strongest predictors of both literacy and numeracy. In contrast, computer/tablet use frequency added minimal explanatory power once these factors were considered. Findings suggest early learning inequalities are primarily driven by socio-economic and developmental factors rather than digital device use.
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        Value: 10.1111/ejed.70682
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Computer Use
        Type: general
      – SubjectFull: Tablet Computers
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Numeracy
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Socioeconomic Influences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Digital Exposure, Inequalities and Early Learning Outcomes: Insights from England in International Early Learning and Child Well-Being Study (IELS)
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            NameFull: Nadia Siddiqui
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            NameFull: Yi Feng
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              M: 06
              Type: published
              Y: 2026
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              Value: 61
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