However at the same time it is the responsibility of adults to protect children from content which is not appropriate. Parents, caregivers and teachers as well should take care what and when providing new media contents to children. Giving an ideal case children benefit the most from new media when it comes to learning new things or recollect content they already knew.

Therefore it can be helpful to learn how to deal with new media which could be a good basis for all future behaviours. In this chapter a definition of ISCED level 0 and 1 is given. The pedagogic background of teaching and supervising young children in the field of new media consumption will be illustrated. In addition good practice examples for games with learning purpose complete this section.

In this chapter we will deal with the theoretical background of videogames, apps, and education in the field of pre-primary and primary education and its implications for the practical use of games in this age group. We will start with the definition of the International Standard Classification for Education and take a look at ISCED Level 0 and 1. Knowing what children are intended to learn at which age, we will go further to the current findings about the usage of new media and digital games by small children. We are presenting the different age rating systems relevant in Europe, and describe PEGI 3 and PEGI 7 in detail. We show the changes and risks for using digital games at pre-primary and primary age und we conclude the theoretical part with recommendations for the use of games in this age class.

In the practical section, the structure of some exemplary educational video games, including Nintendogs, AUDITORIX and Tongo Music, is analysed, ending with 2 real case studies. The first real case study presents the work of the Learning and Teaching Scotland (LTS) and its findings of using commercial off-the-shelf games for teaching and learning. The second case study is about the project KiTab which fosters Media education with tablets in kindergartens.

Many children are very savvy in using digital media. But adults and educators don’t have to forget that especially children at pre-primary age often don’t realize what implications their interactions with digital devices have. Parents and educators have the responsibility to provide a secure environment for these children and to build up competences of media literacy – for adults and children. There are many contact points for adults which help to assume the responsibility like national and international initiatives (like PEGI, USK, IARC) and national info points (like saferinternet.at, safekids.com, etc.). We identified the most common risks and chances for the group of pre-primary and primary age and closed this section with recommendations for educators for this target group.

In the last section we presented three interesting case studies and two real case scenarios. The first real case scenario dealed with the usage of the off-the-shelf game Nintendogs within an interdisciplinary lesson and the second real case scenario reported about the media education project KiTab which deals about media education in kindergartens.

Concluding this chapter it’s important to emphasize how important the role of parents/educators is when games should be used from children at pre-primary and primary age. They have to accompany these children in order to make the experience safe, to facilitate and foster communication and to lay a pedagogical foundation.