My ongoing research focuses on the role of media literacy in early childhood, specifically among children aged 4 to 10. The goal is to propose a practical framework that helps parents, educators, and children engage meaningfully with media and technology, laying the groundwork for critical thinking and digital well-being from the earliest stages of development.
My approach to media literacy for young children begins with the idea that literacy comes first, and media comes after. The concept of “literacy of consumption” is central to my work, encouraging smart, conscious choices not only about media content, but also about digital products and everyday decisions. In an age of constant questioning and information overload, instilling critical thinking at a young age helps children enter the digital world more confidently.
Media education, especially in early childhood, is a multidimensional process, one that requires continuous support, shared responsibility, and active collaboration between families, schools, civil society organizations, and policymakers. It’s about helping children develop the skills to evaluate what they see, make informed choices, and understand the nature of media itself.
Media literacy in early childhood is not just about managing screen time, it’s about intentional media consumption, balance, and creativity. Part of this research is the Green Screen Day program, a series of hands-on creative workshops with children and parents that introduce young learners to basic concepts of media and storytelling creation.