“Digital Naïves” – The Development of Critical Digital Literacy in Early Childhood: A Scoping Literature Review

Critical Digital Literacy (CDL) extends basic digital competence to the ability to critically evaluate and engage with digital media's social and ethical dimensions. This scoping review targeted CDL theory and interventions in early childhood, applying PRISMA-ScR and JBI methods; database searches produced twenty-five studies, analyzed descriptively and using thematic analysis approach. The literature displays varied definitions, few age-specific interventions, and a concentration in educational research from the Global North. Core early CDL capacities identified are sociocultural contextualization, reflective perspective-taking, and constructing/deconstructing multimodal narratives. Educational approaches to building CDL included playful and creative multimodal learning, reflective practices, fostering the understanding and evaluation of sociocultural contexts, varying perspectives and narratives, and building of active, confident digital participation. The review suggests young children can develop foundational CDL skills, and implementing effective practices across policies, education, and home settings could yield long-term benefits. The ever-changing digital landscape necessitates further research and more comprehensive reviews.