The Ministry of Education and Sports has introduced new early childhood education regulations that significantly reduce the use of digital devices in nursery and kindergarten classrooms, marking a shift away from the recent trend of tech-heavy learning for very young children.
Under the newly unveiled Early Childhood Care and Education (ECCE) Policy 2025, schools across the country are being directed to limit children’s exposure to screens and electronic learning tools, even as many institutions had increasingly integrated tablets, smart televisions, and interactive boards into daily lessons for children as young as three years old.
In recent years, several early learning centres—particularly private institutions—had adopted a strong digital approach, using tablets loaded with learning applications, animated video lessons on screens, and interactive digital boards as part of classroom instruction.
These tools were widely marketed to parents as modern methods designed to give children an early advantage in a technology-driven world.
However, the new policy takes a more cautious stance, arguing that early childhood development should prioritise physical interaction, play-based learning, and real-world exploration over prolonged engagement with screens.
According to the guidelines issued under the policy, children in ECCE institutions should not exceed two hours of cumulative exposure to ICT and digital gadgets within a school day.
In addition, continuous screen use is restricted to no more than 30 minutes at a time. The policy further discourages the use of highly immersive technologies such as augmented or virtual reality in early learning environments, citing concerns over overstimulation and possible interference with brain development.
Officials from the Ministry of Education and Sports say the decision is grounded in child development science, which shows that early childhood is a critical stage for building foundational cognitive, emotional, and social skills.
Dr Hajat Safinah Mutumba, Assistant Commissioner for Early Childhood Care and Education, explained that young children are still in a sensitive phase of brain growth, and excessive exposure to digital devices may hinder natural development.
She noted that while technology has a place in education, it should not replace hands-on learning experiences at this level.
She added that the intention of the new guidelines is to ensure that children develop a broad set of abilities, including communication, creativity, critical thinking, and problem-solving, which are best nurtured through play, interaction, and guided exploration rather than screens.
The policy has received support from some early childhood education practitioners who believe the move restores balance in the classroom.
Petronilla Nakabuubi, a headteacher at Kampala Kindergarten, welcomed the directive, saying early learners benefit more from tactile and social learning environments than from digital instruction.
She noted that at this stage, children learn effectively through play, storytelling, physical activity, and interaction with peers and teachers, rather than extended screen exposure.
She further cautioned that while technology can be useful when carefully introduced, overdependence on digital tools at an early age could affect attention span, creativity, and social development.
Education experts have in recent years raised growing concerns about increased screen time among young children, warning of risks such as reduced physical activity, weaker interpersonal skills, overstimulation, and sleep-related challenges.
The new ECCE framework directly responds to these concerns while still allowing limited, supervised use of digital tools where necessary.
The guidelines also emphasise that ICT integration in early childhood education should only serve as a supporting tool to enhance learning experiences rather than dominate classroom instruction.
Schools are also expected to train teachers on responsible and age-appropriate use of digital resources to ensure compliance with the new standards.
Parents, meanwhile, have expressed mixed but largely supportive reactions. Some say they had initially embraced digital learning as a sign of progress, but now appreciate the need to protect children’s early development.
Parents supports the new restrictions, noting that while it is important for children to grow up familiar with technology, it should not come at the expense of their health and natural childhood experiences.
The policy signals a broader shift in early education priorities, placing renewed emphasis on traditional learning methods, guided play, and developmental balance as Uganda seeks to shape a generation that is both grounded in foundational skills and prepared for a digital future.
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