The rapid expansion of digital technology has significantly transformed children’s experiences of learning, communication, and social interaction in Nigeria. While digital engagement provides important opportunities for access to information, educational advancement, and participation, it also raises critical concerns regarding excessive screen exposure, developmental imbalance, and the gradual erosion of traditional play. This study critically examines the Nigerian Communications Commission (NCC) report on children’s digital technology use through a rights-based theoretical perspective, with particular attention to the underrepresentation of the child’s right to play within Nigeria’s digital policy framework. Adopting a qualitative research design based on thematic analysis of secondary data, the study identifies key gaps in the policy framework, particularly its dominant emphasis on protection from online risks at the expense of children’s holistic developmental needs. The findings reveal that although digital technologies are increasingly embedded in children’s lives, insufficient attention is given to balancing digital engagement with physical, social, and imaginative play. The study therefore proposes the Trado-Digital Play-Based Learning (TDPL) framework as an integrated approach that aligns digital participation with the preservation of traditional play, emphasizing the need for policies that support children’s cognitive, emotional, and social development within a rapidly evolving digital environment.

Keywords: Digital childhood, Right to play, Children’s development, Digital technology, Nigeria, NCC report, Trado-digital   play