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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70682 |
