Digital transformation

Technology is rarely used to stimulate curiosity or critical thinking. Children may interact with devices passively rather than exploring ideas, asking questions, or solving problems. Starting with small, intentional uses of technology can help children experience inquiry and experimentation in safe, guided ways.

Next steps

1. Identify one simple activity where technology could prompt questions (e.g., showing a short video and asking, “What do you notice?”).
2. Experiment with one tool or app that encourages exploration rather than passive consumption.
3. Discuss ideas with colleagues to develop a shared approach for stimulating inquiry through technology.

Technology is sometimes used to spark questions or thinking, but these opportunities are infrequent or not fully planned. Children may occasionally engage in inquiry, but the practice is not consistent or fully supported.

Next steps

1. Choose one technology-based activity per week and deliberately include an open-ended question or challenge.
2. Observe children’s responses and note which prompts generate discussion or deeper thinking.
3. Share your findings with colleagues to refine ideas for more consistent implementation.

You may occasionally use technology to encourage inquiry, but it is unclear how consistently or intentionally this happens. Reflecting on when and how technology prompts critical thinking can help identify strengths and gaps.

Next steps

1. Keep a log for one week: note every time technology is used and whether children asked questions, made predictions, or solved a problem.
2. Compare observations with peers to see what approaches generate the most engagement.
3. Plan one small adjustment for next week to increase inquiry opportunities.

You regularly use technology to encourage questions and exploration. Children are often prompted to think critically, make predictions, and discuss ideas. The next step is to expand and deepen these opportunities so that inquiry becomes a natural part of most activities.

Next steps

1. Introduce one new open-ended technology activity each week that challenges children to ask “why” or “how” questions.
2. Document examples of successful inquiry moments to share with colleagues.
3. Consider pairing technology with hands-on materials to reinforce critical thinking.

Excellent — technology is consistently used to stimulate inquiry and critical thinking. Children actively engage in questioning, problem-solving, and exploring ideas with guidance. You can now focus on sharing these practices with colleagues, experimenting with more advanced tools, and documenting examples for continuous improvement.

Next steps

1. Mentor colleagues in using technology to foster critical thinking.
2. Develop a small portfolio of activities demonstrating inquiry-based technology use.
3. Explore new apps or platforms that encourage higher-order thinking and reflection.

Technology benefits are rarely discussed with children, which may limit their understanding of how digital tools can support learning, creativity, and problem-solving. Introducing simple conversations about “why we use this tool” can help children develop awareness and intentional use.

Next steps

1. Choose one technology activity and explain to children what it helps them do (e.g., creating a drawing, exploring a concept).
2. Invite one child to share their thoughts on why the activity is useful.
3. Discuss ideas with colleagues to identify other simple opportunities.

Benefits are sometimes mentioned, but these discussions may be brief or inconsistent. Children might notice the activity, but not the purpose or learning behind it.

Next steps

1. Regularly include one open-ended question during activities: “How does this help you learn?”
2. Observe children’s responses and adapt explanations to their level of understanding.
3. Share successful approaches with colleagues for more consistent implementation.

It’s unclear how often or how effectively the benefits of technology are discussed. Reflection on your current practice can help identify gaps and opportunities.

Next steps

1. Keep a log for one week: note when benefits are mentioned and how children respond.
2. Discuss observations with colleagues and brainstorm strategies to make benefits clearer.
3. Plan one small, intentional conversation about benefits for next week.

Benefits of technology are regularly discussed, supporting children’s understanding and intentional use. The next step is to broaden these discussions and connect them to everyday learning.

Next steps

1. Include short reflection questions after activities: “How did this help us learn today?”
2. Document examples to share with colleagues and support consistent practice.
3. Introduce comparisons between tools: discuss why one app or tool might be more helpful than another.

Excellent — you consistently help children understand the benefits of technology, supporting critical thinking and intentional learning. Next steps involve sharing your expertise, mentoring colleagues, and documenting exemplary practices.

Next steps

1. Mentor colleagues on how to integrate discussions about benefits in activities.
2. Develop a portfolio of technology activities with clear explanations of benefits for children.
3. Explore ways to extend learning to families and community projects.

Risks and limitations of technology are rarely discussed, leaving children unaware of potential overuse, privacy issues, or safety concerns. Introducing small, age-appropriate conversations helps build awareness and responsible use.

Next steps

1. Identify one safety or usage rule to explain during a session (e.g., time limits, asking for help).
2. Encourage children to reflect briefly on why rules exist.
3. Discuss with colleagues how risks can be addressed across activities.

Risks are sometimes mentioned, but discussions are inconsistent and may not fully engage children in thinking critically about safe use.

Next steps

1. Include one open-ended question per activity about safe technology use.
2. Observe children’s responses and provide simple explanations when misconceptions arise.
3. Share examples with colleagues to support consistent practice.

It is unclear how consistently risks are addressed. Reflecting on current practices can reveal gaps in guidance or missed opportunities to promote safe digital habits.

Next steps

1. Keep a short log for one week: note when risks or limits are discussed.
2. Compare practices with colleagues to identify gaps.
3. Plan one small risk-discussion activity for the coming week.

Risks and limitations are regularly discussed, helping children understand safe and responsible use. The next step is to deepen discussions and link them to everyday digital experiences.

Next steps

1. Pose reflective questions: “What could happen if…?”
2. Document examples of discussions and share with colleagues.
3. Encourage children to propose their own safety ideas or rules.

Excellent — children are consistently guided to understand technology risks, promoting critical thinking and responsible behavior. Next steps include mentoring colleagues and exploring projects that reinforce safe habits.

Next steps

1. Mentor colleagues on effective discussions about risks and limitations.
2. Document activities showing children identifying risks and solutions.
3. Explore extending these discussions to families and community projects.

Digital activities currently provide little opportunity for children to distinguish facts from fiction or recognize persuasive messaging, limiting critical thinking development.

Next steps

1. Introduce one short, guided activity comparing two online images or videos and discuss what seems real or pretend.
2. Ask simple reflective questions like “How do you know?” or “Who made this?” to spark discussion.
3. Note children’s responses and plan a follow-up activity that builds on their curiosity and reasoning.

Some critical elements appear, but children rarely practice distinguishing sources or identifying advertising.

Next steps

1. Select a short story, video, or image and ask children to point out what might be real, imaginary, or persuasive.
2. Encourage children to explain their reasoning in their own words.
3. Discuss as a group what clues helped them identify the content type.

It’s unclear how consistently children are engaged in critical analysis during digital activities.

Next steps

1. Observe one session and note whether children question content, notice patterns, or recognize persuasive intent.
2. Record examples of children’s questions and reflections.
3. Design a brief follow-up activity that builds on their observations and deepens understanding.

Children are sometimes guided to analyze digital content critically, which supports emerging media literacy.

Next steps

1. Integrate short discussions about digital messages into routine activities.
2. Encourage children to compare sources and share conclusions with peers.
3. Reflect with colleagues on which approaches most effectively stimulate critical thinking.

Excellent — your activities consistently include opportunities for children to evaluate content, identify advertising, and distinguish fact from fiction.

Next steps

1. Challenge children to create their own digital content with clear intentions.
2. Reflect together on what messages are communicated and their potential influence.
3. Rotate roles so children practice both analysis and creation skills.

Currently, digital tools may be used without clear connection to individual developmental goals, limiting children’s learning potential.

Next steps

1. Select one digital tool and identify a simple developmental goal it could support (e.g., fine motor skills, counting, or storytelling).
2. Observe one child using the tool and note any signs of engagement or challenge.
3. Plan a short follow-up activity adapting the tool to better match the child’s needs.

Some alignment exists, but use of digital tools is inconsistent and may not always meet children’s developmental needs.

Next steps

1. Map the developmental goals of a small group of children.
2. Match each child with one digital activity that could support their learning.
3. Reflect on outcomes and adjust the activity to better suit individual progress.

It’s unclear whether digital tools are consistently used in ways that support each child’s developmental goals.

Next steps

1. Observe one session and note how each child engages with digital tools and whether it relates to their developmental goals.
2. Collect children’s feedback or reactions to the activities.
3. Plan a small adjustment for one activity to strengthen its alignment with specific developmental targets.

Digital tools are usually aligned with developmental goals, but opportunities to optimize engagement or differentiation exist.

Next steps

1. Review one tool or activity and identify ways to individualize it further for different children.
2. Encourage children to set small personal goals related to the tool.
3. Reflect with colleagues on strategies to enhance goal-focused engagement.

Excellent — you consistently use digital tools to support individual developmental goals, helping children learn effectively.

Next steps

1. Explore new digital tools that could complement existing goals and extend learning.
2. Share successful strategies with colleagues to inspire consistent, goal-oriented practice.
3. Mentor others in adapting tools for individual needs, fostering a team culture of reflective digital practice.

Digital safety principles are not yet present in your institution. Consider how introducing basic rules could protect children and support your practice.

Next steps

1. Draft 2–3 simple digital safety rules (e.g., supervised use only, no personal data shared, safe apps only).
2. Discuss with leadership how to formally adopt these rules into institutional policy.
3. Share a short guide with staff and families to ensure everyone follows the same minimum standards.

Some principles exist but are inconsistently applied. How could you make safety practices clearer and more actionable?

Next steps

1. Identify gaps (e.g., some staff supervise use, others don’t). Write these down.
2. Propose adding clear steps to daily routines, such as always checking digital content before use.
3. Pilot one visible rule (e.g., “devices only during group activity”) and evaluate children’s and staff’s responses.

Your understanding or application of digital safety seems unclear. Reflect on which areas may need clarification or improvement.

Next steps

1. Review what current practices look like (Do you have rules? Are they written? Do all staff know them?).
2. Ask leadership or colleagues which principles are officially in place.
3. Develop a draft checklist of key safety practices (e.g., passwords, supervision, content approval) and compare it with existing documents.

Your institution’s digital safety policy seems functional and visible, but it’s worth asking whether it truly supports everyday practice. Are the rules clear, flexible, and adapted to children’s realities — or do they stay mostly on paper?

Next steps

1. Review the policy critically with your team — note where it helps and where it limits practice.
2. Collect feedback from staff and families on how the guidelines work in real situations.
3. Suggest revisions that make the principles more practical, child-focused, and easy to apply.

A strong policy is in place, yet even well-established principles benefit from critical review. Consider whether they still respond to current challenges such as AI tools, online advertising, or data protection for children.

Next steps

1. Organize an annual review of digital safety policies with staff, families, and (where possible) children.
2. Compare your institution’s guidelines with national or international frameworks for child online safety.
3. Transform policy into practice by co-creating activities with children that illustrate its key rules in action.