Young children today are growing up in digital contexts (Plowman, 2016). Educators need to adapt and develop digital literacy practices in the Early Childhood setting to shape children’s lives in an intentional, meaningful, ethical, safe, and play-based environment. My professional learning goals in digital literacy align with the Early Years Learning Framework (AGDE, 2022) and the ECA Digital Technology Statement (2018). These documents illustrate that the use of digital technology shapes students’ relationships, health and wellbeing, and citizenship, helping children form a sense of belonging and identity and become confident, resilient learners.

Research demonstrates that educators’ digital literacy empowers children’s quality of digital integration in the class. Children develop specific and core skills and demonstrate a safe, ethical approach to digital literacy. Thus, Blannin (2022) states that educators need ongoing digital technology learning to develop digital literacy knowledge, shadow children’s use of digital literacy knowledge and skills, and develop problem-solving and computational thinking skills (Bers et al., 2013, 2014; Murcia et al., 2018).

As educators, I value the importance of setting digital literacy goals that support educators’ ongoing professional growth, ensure practices are safe and responsive to children’s developmental needs, and achieve learning success. Moving forward, I will continue to improve my digital knowledge, skills, and literacy to benefit children’s learning in an inclusive, responsive, and meaningful environment.