The Digital Home in Early Childhood: Classifications of Digital Landscapes among Young Australian Children

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Abstract
Early childhood digital environments play a critical role in shaping children’s learning, sleep, and wellbeing, all of which underpin school readiness and adjustment to formal schooling. This study identified patterns of home device availability and bedroom access among young Australian children and examined sociodemographic associations. A cross-sectional online survey was conducted with 275 Australian parents of 1-to-5-year-olds. Participants reported sociodemographic characteristics, home device availability, and bedroom access. Devices were categorised as handheld (e.g., smartphones, tablets) or fixed (e.g., televisions, computers). Latent class analysis examined patterns of home device availability and bedroom access. All children had devices in the home, while 21% had access to one or more devices in their bedroom. Four classes were identified: (1) moderate availability, low bedroom access (55.3%); (2) high availability, high bedroom access (5.1%); (3) high availability, no bedroom access (16.0%); and (4) low availability, low bedroom access (23.6%). Significant demographic differences were observed by employment status and household structure. High prevalence of home device availability in early childhood underscores the need for supportive environments promoting balanced technology use as children transition to school. Highlighting considerations for school staff in addressing screen-related challenges may support children’s healthy development and school readiness.
Funding Information
  • Health and Wellbeing Centre for Research Innovation
  • The University of Queensland
  • Health and Wellbeing Queensland
  • The University of Queensland Strategic Funding for the 360-Kids Community Network Health Research Accelerator (HERA) program
  • UQ HMNS Small Research Grant

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