Introduction. The study examines approaches to developing media literacy among parents of young children, focusing on families raising children with autism spectrum disorder (ASD) or autism-like symptoms associated with excessive passive screen exposure. The purpose was to assess baseline parental media literacy and mediation practices and to evaluate a short, culturally adapted media-education programme in Kazakhstan. Methodology and Methods. A quantitative quasi-experimental pretest–posttest design with a comparison group was applied. The sample included 56 parents of children aged 3–8 years, sampled through preschools, primary schools, and psychological–pedagogical centres. Media literacy was measured with a composite questionnaire, and mediation patterns and behaviours were also assessed. The intervention comprised four weekly group sessions with home
tasks. Data were analysed using descriptive statistics, t-tests, chi-square tests, and Cohen’s d; ethics included
informed consent, voluntary participation, and confidentiality. Results. Baseline media literacy was medium, with a gap between technical skills and critical components. Parents of children with “digital autism” more often used screens for calming and less frequently practiced co-viewing. After the programme, the experimental group increased the media literacy index and shifted toward active/enabling mediation. Scientific novelty. This study reveals the structure of parental media literacy in early childhood and links it to mediation patterns in families raising children with autism spectrum disorders/”digital autism.” Practical implications. Practical significance. The programme may be used as a modular parent-training component in preschool, inclusive education, and counselling services to reduce reliance on screens as a “digital pacifier” and to strengthen reflective mediation.