Di.co.each. - Digital competence in carly childhood: educating parents and teachers in conscious, critical and creative uses of digital media.

This study is part of a national and multidisciplinary project [Code PRIN 2022XFX3EN] aimed at investigating the children’s interaction with social media in family (with parents) and school contexts (with teachers) to assess their understanding of and attitudes toward digital devices, digital practices, and abilities. This contribution focused on how significant adults, i.e., parents and educators, can cooperate to sustain young children’s use of digital media for educational purposes. The research in its entirety also involved parents of children aged 0–6, but here we introduce the data relating to educators and teachers. An Italian sample of 501 teachers in the 0–6 school system were enrolled in this study via an online survey. Participants answered many questions, including opinions and attitudes towards digital devices, the leading digital devices available, etc. Interesting results emerged regarding which, for how long, and for which activities the digital devices are most used in the school context. Furthermore, meaningful opinions emerge about the ideal context and age group in which it is preferable to use digital tools. Digital devices pose risks but also give children, their parents, and teachers opportunities to promote approaches preparatory to acquiring digital skills, starting from considering parents’ and teachers’ characteristics and interactions.