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.
Siddiqui et al. (Thu,) studied this question.