ABSTRACT
Young children are growing up in media-rich homes along with access to mobile devices such as tablets and smart phones that are connected to the internet. These technologies predominately used for play, entertainment, and communication are readily available both inside and outside the house and their accessibility normalises the use of technologies. The start of the digital technologies learning trajectory from early childhood is not clearly defined and delivery across Australia is inconsistent. Australian states and territories have authority over the implementation of curriculum and can make change as necessary, alongside the national Early Years Learning Framework. Even with these documents, early childhood professionals need to consider how and why digital technologies are used in early learning settings to adequately prepare the foundation for formal education.
