The role of digital media in the home learning environment and associations with children's early language and literacy skills

Young children increasingly engage with digital media tools for purposes of education, entertainment and communication. This study examines children's digital media activities within the context of their larger home learning environment (HLE). Using data from two different samples ( N = 289), we looked at digital media use and found that caregivers reported that children most frequently engaged in watching content and playing literacy games compared to STEM‐related activities. This more comprehensive view of the HLE aligned with three distinct factors: analog activities, digital learning and watching content. Analog activities were significantly and positively associated with children's language comprehension and vocabulary skills, whereas digital learning activities were significantly and negatively associated with their vocabulary skills. Watching content showed no significant associations with children's learning outcomes. In our data, digital learning activities, as currently used, did not confer the same benefits as analog activities; guidance on selecting high‐quality tools and on supporting co‐use may be required to realize digital benefits. Practitioner notes What is already known about this topic In this digital age, young children engage with digital media tools (smartphones, tablets, e‐readers and apps) more often than in the past. Digital media is often used as part of children's home learning environment (HLE). There are concerns that too much digital media is negatively related to children's outcomes. What this paper adds Young children who are from low‐income households are more likely to engage in watching content and playing literacy games in comparison to STEM‐related activities and games. Data uncovered three factors associated with the HLE: analog activities, watching digital content and using digital learning activities. Analog activities were positively associated with children's language skills, but digital learning activities were negatively associated with their vocabulary. Watching content was not associated with any child skills. Implications for practice and/or policy Educators and families may benefit from guidance on prioritizing analog learning activities while also carefully incorporating digital activities. Future research should investigate the quality and the characteristics of the digital activities children engage in to better understand their role in supporting children's skills.