What are the main paradigms of research being conducted on the use of digital technology in preschool over the past 30 years?

Abstract

This communication is part of a systematic literature review on the use of new technologies in preschool. The aim is to identify the main paradigms studied over the past 30 years in the field of digital resources in preschools.

This systematic literature review is based on recent findings in the digital field of early childhood education. The contributions of Palaiologou provide information on the type of technologies being used by children under 5 years. The importance of free play is an essential part of early childhood education. Our systematic review is also based on the contributions of Howard and those of Edwards. The historical-cultural approach, technical scaffolding and the role of the teacher are questioned (e.g. Lim ; Manches & Plowman). Other research focuses on the link between disciplinary knowledge and digital skills (e.g. Neumann, Finger and Neumann).

The use of new technologies is becoming an essential paradigm in preschool education. The challenge for teachers is to teach their pupils to use these new technologies appropriately and in accordance with the socio-cultural context. Understanding the factors influencing their use in order to empower children to develop cognitively, emotionally and socially is a major importance for future research.

In an inductive approach, systematic review of the literature of the last 30 years on the ERIC search motor.

The articles are currently being analyzed and categorized (N=1013).

The results of this literature review will help to develop new avenues for research on digital in preschool.

systematic review - digital resources - educational technology - Technology Integration – preschool -