11 Nov Thinking of giving your child their first phone for Christmas? Here’s what the research says
With Christmas approaching, some parents may be wondering whether their child is ready for their first smartphone. New Australian research suggests digital readiness involves much more than reaching a particular age.
A first smartphone is high on many children’s Christmas wish lists. But for parents, deciding whether their child is ready can be tricky.
Will they manage their screen time? Recognise misleading information? Know when to ask for help if something goes wrong online?
Now, a new Australian study suggests that neither age nor years spent using devices necessarily makes children ready for greater independence online.
The Australian Digital Readiness Index, which surveyed 1,029 parents and carers of children aged nine to 14, found that digital readiness is closely linked to the skills children develop and the way families approach online life.
Seven in ten parents have seen signs of difficulty
The research found that 70.7% of parents had noticed at least one sign their child needed more support managing their online activities.
The most common concerns were children pushing past agreed screen limits (23.4%) and changes in sleep, mood or schoolwork (23%).
Researchers looked at three important skills:
- Self-regulation: Knowing when to put a device down and managing time online.
- Critical judgement: Recognising misleading information and making sensible decisions online.
- Help-seeking: Knowing when and how to ask a trusted adult for help.
Only around one in eight children were rated by their parents as consistently demonstrating all three skills.
Does waiting longer for a phone help?
Interestingly, the study found that getting older doesn’t automatically mean children become better at managing their screen time.
While critical judgement improved with age – from around 23% of nine-year-olds to 46% of 14-year-olds – there was no clear age-related improvement in self-regulation or help-seeking.
Nor did owning a smartphone, receiving one later or spending more years using devices show a meaningful association with these skills.
This doesn’t mean the age at which children receive a phone is unimportant. Rather, the findings suggest that simply waiting or giving children a device to practise on isn’t enough to develop digital readiness.
Talking about the rules makes a difference
One of the clearest findings was the importance of how parents guide their children.
Children whose parents explained the reasons behind online rules, listened to their views and gradually allowed more independence with support were more likely to demonstrate all three readiness skills.
Yet fewer than four in ten parents reported using this approach.
The findings suggest that conversations about why limits exist, rather than simply enforcing them, may help children develop better online habits.
However, giving children independence remains difficult. Only 9.9% of parents said they felt comfortable allowing their child more freedom online.
Even among parents whose children demonstrated all three readiness skills, 57% were still uncomfortable granting independence.
Parents can’t do it all alone
Rinat Strahlhofer, founder of the Digital Readiness Lab, which published the Index, says Australia’s social media age restrictions are only part of the picture.
“What this study tells me is that readiness isn’t a birthday, it isn’t a phone, and it isn’t an income bracket,” she said.
Strahlhofer believes families need more support from schools, technology companies and the organisations that influence children’s digital lives.
The research also found that almost half of parents wanted more online safety guidance than they were receiving.
For families, the message is that digital readiness is something children gradually develop, with guidance, practice and opportunities to make decisions safely.
Parents looking for practical advice can visit the eSafety Commissioner’s online safety resources for families.
The Australian Digital Readiness Index 2026 was designed and analysed by developmental research psychologist Dr Sarah L. Howe, with survey fieldwork conducted by Pureprofile. It is intended to be repeated annually. The findings reflect parent-reported behaviour and show associations rather than proving what causes digital readiness.
