What counts as digital play? Irish early childhood educators’ beliefs and practice tensions

Abstract

Digital technologies are increasingly embedded in young children’s lives, yet uncertainty remains regarding their role in early childhood education and care (ECEC). This study explores Irish early years educators’ beliefs and perceptions concerning digital play, employing Bronfenbrenner’s bioecological framework to examine how policy, parental expectations and professional identity interact to shape children’s learning opportunities. Semi-structured interviews with 10 educators identified five themes: developmentalist beliefs prioritising ‘natural’ play, cautious openness to digital tools, professional identity and ethical tensions, perceptions of children and families and concerns about policy directives. Findings reveal a persistent policy–practice gap, where limited professional development and unclear guidance leave educators uncertain about how to define and implement quality digital play. The study emphasises that educators’ attitudes are closely associated with the extent and quality of children’s digital engagement, highlighting the need for sustained professional development and strengthened mesosystemic communication across home, school and policy contexts. Implications include the creation of context-sensitive frameworks that integrate digital and traditional play while supporting children’s holistic development. This study demonstrates that educators’ definitions of digital play are shaped by the interaction of professional identity, policy ambiguity, family expectations and resource conditions, offering new insight into the conditions that constrain digital play in Irish early years settings.