Stages of digital environment acquisition in modern children: a developmental model

Introduction. In the context of global digitalization, children are exposed to the digital environment from an early age. However, existing research mainly focuses on isolated aspects of digital behavior and does not provide a comprehensive understanding of how digital skills develop over time. The aim of the study is to identify age-related patterns in children’s acquisition of the digital environment and information and communication technologies (ICT), and to describe the stages of digital activity development.
Materials and methods. The study is based on a comprehensive approach, including a review of Russian and international literature, development of an original online questionnaire (сomprising seven thematic blocks), and a large-scale survey of parents (n = 8,917) from 11 regions of the Russian Federation. Parents of children from infancy to adolescence participated in the study. The age of onset, content, and characteristics of various types of digital activity, as well as children’s preferences (as reported by parents), were analyzed using qualitative and quantitative methods.
Results. Six sequential stages of digital environment acquisition were identified: use of digital toys, media consumption, digital gaming, development of search skills, acquisition of a personal device, and use of social networks. The findings demonstrate that digital experience develops cumulatively: new forms of activity do not replace earlier ones but build upon them, resulting in increasing complexity of children’s interaction with the digital environment.
Discussion and conclusions. The proposed model reflects the developmental logic of digital socialization and can serve as a basis for designing educational strategies and digital literacy programs. Future research should focus on clarifying the role of socio-cultural factors and examining patterns of digital development in children with special educational needs.

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