Pedagogical strategies for supporting young children’s technical and social understandings of the internet as a basis for online safety education in the early years

Many young children aged 3-5 years use the internet in their daily lives with research and policy calling for online safety education to be provided in early learning settings. However, existing online safety education for older children and adolescents does not meet the learning needs of young children, especially given the pedagogical role of play-based learning in the early years. This study investigated how early childhood educators facilitate young children's understanding of the internet through play-based learning as a basis for online safety education. A quasi-experimental approach was used with educators to generate play-based learning experiences with children. Findings suggested four main pedagogical strategies with implications for policy and practice emphasising the important of providing children with opportunities for pretend play about the internet to facilitate online safety education.