Developing technology skills through play in Early Years
The Early Years Foundation Stage (EYFS), covering ages 3 - 5, is a critical time for developing the foundational skills that children will need to become successful users of technology. During this period, children form the attitudes and learning approaches that enable them to succeed with the technologies that are introduced in Key Stages 1, 2 and beyond. Early Years is equally crucial for building core personal, social and academic skills. How then, do we best prepare young children for lifelong success with technology?
The Early Learning Goals and the Importance of Play
The Early Years Foundation Stage Framework, dated July 2026 and effective September 2026 (link), lays out the aims and rationale for Early Years education.
Page 8, section 3 states,
"The EYFS is about what children learn, as well as how they learn. Effective practice is a mix of different approaches. Children learn through play, by adults modelling, by observing each other and through adult-guided learning."
The concept of "play" is one that we should explore fully, considering how this helps develop the skills that children will need as users if technology.
In English, the word, "play" carries strong associations of childlike activity. 'Playing' is an activity strongly associated with activities for young children; even older children are less likely to use the word for their pursuits. At the same time, "play" is used for sports activity, computer games and even musical instruments. In this way, the word has become a term with wide-ranging connotations, difficult to pinpoint in its meaning and value.
This can be compared to similar terms in other languages.
In Korean, the verb 놀다 (nolda) strictly refers to a separation from productive, structured activities. It is used by adults to describe time 'hanging out' together, spending meaningful, unstructured time together. Sports and playing of musical instruments use separate verbs such as 치다 (chida - to hit), or 하다 (hada - to do).
In Mandarin, the primary root for unstructured play is 玩 (wan). The etymology is this character is incredibly rich. It contains the radical 王 which historically represents 玉 or jade. Originally, the word implies handling, appreciating or exploring a precious piece of jade. It carries an inherent sense if tactile, curiosity-driven exploration. 'Wan' is used with toys (玩玩具), friends, (跟朋友玩) or in child's play (玩耍). The moment that rules, competitive sports are introduced, wan vanished and is replaced by 'hitting' a basketball (打篮球) or 'kicking' a football (踢足球)
Famous studies have also pointed at the importance of play in healthy development.
This includes the wok of Dr Peter Grey, in 'The Decline of Play and Rise of Psychopathology', which found an alarming correlation between the decline of adult-free, self directed play and the rise of anxiety, narcissism and depression in adolescence.
Dr. Stuart Brown, of the National Institute of Play studied the effects of play deprivation and stated, "The opposite of play is not work, it is depression."
The National Literacy Trust provides valuable guidance on the importance of 'play' in their artile, 'Play as a Tool for Learnig and Literacy': (link)
"We must be confident and clear that play is the very foundation for all learning and development. Having freedom and time to play in an appropriately stimulating and resourced environment supports development and learning across all areas."
The focus of the article is on Early Years, but the quote above hints at the value of play in later years too. 'Appropriately stimulating and resourced environments' that 'support development and learning across all areas', needn't stop as children get older. While play in Early Years supports the development of so many skills needed for communication, problem solving and eventual use of technology, similar activities continue to support further development of these skills and attitudes into Key Stage 1 and beyond.
Building the skills needed for successful technology use
When we think about preparing children to use technology, it is easy to assume that this involves increased use of screens.
In summer 2026, the Department for Education released the guidance, 'Screen Use, How to limit children's screen use in settings and ensure it supports children's learning and development' (link). A key recommendation of this of this guidance was that children up to the age of 5 spend a maximum of one hour per day in front of screens. Educational settings were advised to consider that many children already receive this amount of screentime per day at home. The guidance cites research that associates too much screentime with poorer cognitive and behavioural abilities in children.
While acknowledging research about the effects of screen time generally, it is necessary to distinguish between different kinds of screen use. Using a camera to take photos or videos, using a calculator to explore numbers, programming a sprite or device to move or exploring exhibits in museums through information on a screen are completely different activities to watching a highly stimulating video or playing a game. There is genuine value in cultivating children's interest in technology by letting them safely experiment with apps on screens, programmable devices and and interactive simulations.
This being said, many of the skills that children will need, alongside curiosity and interest in technology, are very successfully developed with practical, play-based equipment. As children use this equipment, they also develop fundamental fine-motion skills, communication skills and social skills.
In Key Stage 1 and 2 Computing, Computational Thinking is taught as a vital component of solving problems using computers. This incudes:
1) Decomposition (breaking a problem down)
2) Pattern spotting (noticing repetition) and
3) Abstraction (Focusing on key information and ruling out unnecessary details)
Activities like jigsaw puzzles, building blocks, setting up train sets and construction require many of the skills developed through computational thinking without needing a screen.
A child who tries to complete a jigsaw puzzle may try to put a piece in which is turned around the wrong way. They may need modelling and guidance at turning the puzzle around systematically in quarter turns until it fits in. At a more advanced level, children may be taught to complete the edge of a puzzle first, to lay out the pieces face up and to look for shapes that they know go together.
Even physical activities, such as climbing, balancing and navigating spaces can develop the skills that make for successful users of technology in Key Stage 1 and beyond. Children learn to break problems down, attempt them one step at a time, fix aspects that they cannot do and persevere until they are successful. Children who have experienced 'play' through these types of activities are likely to become successful problem solvers when they start applying these skills to computers and digital equipment.
What of the role of exploration and discovery play that we discussed earlier?
Giving children opportunities to explore, handle and appreciate equipment develops vital skills that children will need to become successful users of technology. Through learning to be curious and explore objects and the environment without pressure and objectives, children develop the ability to explore and experiment with technology later on. As they will find when they start block-based programming or electronics work, being able to explore possibilities with equipment is often what leads to the greatest and most meaningful insights and discoveries.
The Power of Exploration and Discovery
This brings us back to the role of unstructured exploration discussed earlier. Giving children opportunities to handle, test and appreciate tools develops the curiosity that is required for later digital fluency. Giving them chances to solve practical problems at the same time buld the logical thinking and resilience that they will need to solve technological problems, from research to programming to filmmaking.
While 'play' can be a deceptively simple term in English, Early Years practicioners who set up and plan opportuities for exploration, discovery, communication and problem solving lay the crucial foundations for successful technology use in Year 1 and beyond.
These opportunities can be screen-based or include digital tools to develop children's curiosity about technology. Equally, physical, unplugged play serves as an ideal way for children to develop the fundamental cognitive and emotional skills they need for lifelong success with technology.
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