ABSTRACT
This chapter explores the development and use of digital communication systems in use in early years settings and consider them in line with the developing children’s rights agenda relating to the ownership, use, and storage of digital information relating to children Children’s digital awareness, therefore, is ingrained long before we, as practitioners, meet them in our early years settings and are able to exert influence on their digital media learning journey. The rise of digital media use within the population as a whole is, not surprisingly, reflected in technological, management, and system changes in early year’s settings. A lot of the work undertaken to develop digital formats for early years settings to record children’s progress has been with a view to improving and developing communication with the more hard-to-reach parents such as working parents or non-resident parents. Within a child’s early years all aspects of their environment contribute to their personal development and identity construction.
