But we also cannot pretend that children are growing up in a world without technology. Our responsibility is to help prepare children to be safe, capable and thoughtful in both the physical and online world, and to use the tools around them with care, curiosity and an understanding of their limitations. The research is increasingly clear that the question


is not simply “how much screen time?” but “what kind of use, with whom, for what purpose, and with what safeguards?” Passive, prolonged or unmediated use is very different from a short, purposeful activity supported by a skilled adult. Digital tools can support creativity, language, music, storytelling, problem-solving and inclusion, but they need to be used intentionally. In early years, the adult still matters most: noticing how a child responds, extending their thinking, helping them make sense of what they see, and making sure technology does not crowd out conversation, physical play, rest or social interaction. AI raises similar questions. It may be useful as a


professional tool for adults, for example in planning, reflection or generating ideas, but with young children we need to be very cautious. Children need to build their own executive functioning - thinking, memory, imagination and judgement; we do not want technology to do that work for them too early. Concerns around cognitive offloading are real, so the priority must be to protect children’s agency: encouraging them to wonder, test, make, draw, ask, remember, solve and create for themselves. Safeguarding sits at the centre of this. Norland’s approach is to prepare


practitioners to think


professionally about online safety, privacy, images, consent, age-appropriate content, family expectations and the risks that can come with connected devices. That includes working closely with parents so there is consistency between the home and early childhood centre environment. The aim is not to make children fearful of technology, but to help them develop healthy habits: knowing when to ask an adult, understanding that not everything online is real or safe, and learning that digital tools are useful, but not neutral or limitless. So our position is balanced: technology can have a place


in early years education, but only when it is purposeful, proportionate, developmentally appropriate and carefully safeguarded. The foundations remain the same: secure relationships, play, communication, movement, creativity and real-world exploration. Digital tools should enhance those foundations, not replace them.


Tell us more about Norland’s research arm and how it is contributing to the improvement of early years education? Norland’s Educare Research Centre has been set up to support, coordinate and promote research carried out by Norland in early childhood education, care and professional practice. It was launched in 2023 and is focused on home-based early childhood education and care, an area that has historically been under-researched compared with nursery or school-based provision.


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Its aim is both practical and sector-facing: to generate


credible, ethical research that improves provision for children and families, while also strengthening staff and student research expertise.


What’s next for Norland? Norland’s core purpose will never change: we train some of the world’s very best early childhood practitioners to work with families across the globe. Our graduates are known for their professionalism, expertise and ability to provide exceptional care and education in the home. But we also recognise that not every family can have


a Norland Nanny. If our mission is to improve the lives and outcomes


of children everywhere, then we have to think carefully about how Norland’s knowledge, values and standards can reach more children, families and practitioners. That is why we are exploring new ways to extend our impact internationally. One important part of this is the development of


early childhood centres (ECC) that can offer outstanding care, education and family support, while also acting as regional centres of excellence. These centres will not only support young children directly, but also provide training, guidance and professional development for practitioners, nannies, teachers and wider early years teams. Our ambition is to work in partnership with ministries,


investors, operators and education partners who share our belief that the earliest years are foundational. By combining Norland’s heritage and expertise with local insight and partnerships, we hope to help raise standards, strengthen practice and improve outcomes for young children in different parts of the world.


Find out more about Norland at norland.ac.uk


Below: Mandy Edmond from Norland (right) at IPSEF Global 2026


GUIDE TO INTERNATIONAL EDUCATION & SCHOOLS EARLY YEARS


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