Abstract
Young children's digital technology use increased rapidly during and after the global COVID-19 pandemic. In early childhood years, parents and teachers either allow or prohibit children's digital technology use. Teachers play an important role in guiding families and communicating with parents about children's digital habits, development, and well-being. This qualitative study explored preservice and in-service teachers' perspectives on young children's increased digital technology use, including their mediation strategies (e.g., restrictive, active mediation, co-use). Using purposive sampling, the authors collected data from 70 participants in T & uuml;rkiye (35 preservice and 35 in-service teachers) through open-ended written response forms and semi-structured focus group interviews. Thematic analysis was used to identify key patterns across responses. The findings revealed that in-service teachers emphasized practical strategies, such as setting screen time limits and curating appropriate content, while preservice teachers highlighted the need for coursework and practice to effectively guide parents in children's digital technology use. Both groups emphasized the importance of family routines and safety concerns. These findings suggest the need for relevant coursework, application opportunities, and professional development programs to enhance preservice and in-service teachers' technology and pedagogical skills and the need to raise awareness among parents and offer parent education initiatives.