Smartphones in Kindergartens: New Data on Screen Exposure in Israel

In recent years, studies have been accumulating that point to the negative impact of screens, such as tablets, televisions, and smartphones, on young children, and many parents try to reduce exposure, allowing only limited viewing before kindergarten or in the evening.

However, a new study now reveals that within the educational frameworks themselves, the picture is different: in about 70% of kindergartens and early childhood settings in Israel (from birth to age 6), digital means are used — the teacher's smartphone, a tablet, or a computer — with a frequency of once to twice a week or more.

The study revealed dramatic gaps between age groups: while in daycares and nurseries (birth to 3) only 39.1% integrate screens into the weekly routine, in kindergartens for ages 5–6, the figure jumps to 88.9%.

The study, conducted in recent months (2025–2026), was based on an anonymous online questionnaire filled out by over 100 kindergarten teachers. The questionnaire included questions about the tools available in the kindergartens, the frequency of their use, and the staff's attitudes toward the benefits, dangers, and conditions for appropriate use. The findings show that alongside the majority that integrates screens on an ongoing basis, in 27.3% of the settings, children almost did not use digital tools, or did not use them at all.

As mentioned, in some cases, the kindergarten staff shows children videos using mobile phones. In addition, the most common tools for weekly use in kindergartens are computers (31.8%) and tablets (20.9%). Advanced or dedicated tools such as interactive whiteboards and educational apps are in frequent use in only 14.5% of the kindergartens.

If one tries to understand which teachers use technology, the answer is that the teacher's age is not the determining factor: the study shatters the myth that young teachers integrate more technology than veteran teachers. It was found that the age or years of experience of the teacher have no connection to the extent of screen use. The decisive variable is professional training: teachers who received dedicated training integrated technology at a rate of 76.6%, compared to only 36.8% among teachers without such training.

According to Dr. Shira Basser-Biron, a lecturer in the undergraduate program for early childhood education at the Levinsky-Wingate Academic Center:

«The study shows that the solution is not to boycott technology, but also not to introduce it into the kindergarten just for the sake of innovation. It should be used for a limited time, for a clear purpose, and with the mediation of the teacher.

Technology can illustrate phenomena, arouse curiosity, and expand children's world, but it cannot replace free play, movement, creativity, and social connections. Therefore, teachers need not only technical guidance, but training that will help them decide when technology is truly contributing and when it is better to leave the screen off.»