How to choose digital content for children: A parent's checklist

Colourful pictures, friendly characters and an “educational” label do not establish that content is suitable for your child. Consider the language, emotional intensity, interactions and the environment in which it appears. Looking beforehand, observing the child's response and revising a choice when needed are important. Choosing digital content is a decision to revisit within family life, rather than a one-off check. The suggestions here are a family guide, not a certification standard.

Look at the content itself

Read or watch a short section first. Are the words understandable? Can the events be followed? Are fear, humiliation or exclusion used to drive scenes? A positive ending does not make every part suitable. A familiar subject may help comprehension, but recognising a character alone does not explain quality. Look at the actual narrative alongside its age label.

Takacs, Swart and Bus's meta-analysis distinguishes multimedia features that support a story from interactions that pull attention away from it [1]. A short practical question is, “What does this sound or movement add to understanding the event?” Repeatedly pressing a button may show interest without establishing comprehension. More movement or brighter pictures should not automatically count as a better choice.

Picture your own child using it

Something suitable for another child may be too demanding for yours. Language experience, sensitive themes and tiredness that day matter. NAEYC's developmentally appropriate practice framework considers individual characteristics and context together [2]. Alongside “Is this suitable for the age group?”, ask “How could my child participate?” Sitting nearby for an initial encounter gives you a chance to observe the response.

In Turkey, the Ministry of National Education's 2024 preschool programme considers family participation within learning experiences [4]. This is not an endorsement of digital products.

If a scene upsets the child, avoid insisting that it is “made for children” and continuing. You can stop, choose something else or discuss it later. A question may show that the experience differs from what you expected. Try to identify the difficult part without drawing a broad conclusion about development from one response. A suitability decision can change after use.

Check the surrounding service separately

A video and the service in which it opens are different things. Recommendations, adverts, external links and automatic playback need separate consideration. A portal selecting content does not mean it can control every redirection in an external service. Agree beforehand on what to open and where to stop. A new link needs another adult review; familiar content should not become an entry point to uncontrolled browsing.

The American Academy of Pediatrics' 5 Cs framework brings together the child, content, calming, what media crowds out and communication [3]. Families can consider the place of use alongside the subject. The same video may be experienced differently at another time. Quiet shared viewing differs from a continuous background stream that displaces meals, sleep or conversation.

Six short questions for families

Before opening content, consider whether the language and subject are understandable, the emotional intensity is suitable and the sounds and interactions serve the narrative. Check for unwanted redirections. Ask whether the child can seek help and stop, and what experience this use replaces in daily life. The aim is to make important considerations visible, rather than demand a perfect checklist. You can focus on one area when needed.

Offering a few options you have already reviewed lets the child participate in choosing. Ask which they prefer, and give a brief, concrete reason for excluding an unsuitable item. “The frightening part of this scene seems too intense for you” explains more than “I don't want this.” The child may not immediately accept the decision. A clear boundary and space to talk can remain together.

Applying this to Story Globally collections

Read a collection's description to see which stories and activities are actually included. Do not assume every collection contains the same types of content. Follow your child's interest and begin with one story or activity. Access through the Workshop does not remove the adult's responsibility to assess suitability. Where a family guide is available, its questions can offer a starting point for making sense of the experience together.

Afterwards, reflect again. What interested the child? Where did they ask for help? When did they want to stop? This observation informs the next choice. Viewing or completion counts alone do not explain quality. A digital experience belongs alongside conversation, play with physical materials and everyday movement. Parent-guided use brings thoughtful selection together with continuing communication.

References

1. Takacs, Z. K., Swart, E. K. & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. View source
2. NAEYC (2020). Developmentally Appropriate Practice: A Position Statement. View source
3. American Academy of Pediatrics. The 5 Cs of Media Use. Accessed 13 October 2026. View source
4. Millî Eğitim Bakanlığı (2024). Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı. View source