PLAYFULNESS AND TECHNOLOGY IN EARLY CHILDHOOD EDUCATION: AN APPROACH TO THE EFFECTS OF THE PANDEMIC AND NEW DIGITAL HABITS

Abstract

The COVID-19 pandemic has imposed a challenging scenario on early childhood education, impacting playful habits and integrating digital technologies. Playfulness and technology have become essential resources in remote teaching, with challenges in the initial adaptation, but also in the development of new digital skills and children's protagonism. This study, through interviews with teachers from public and private schools, and a student who experienced early childhood education during the pandemic, analyzes how educators dealt with opportunities and challenges, especially in the use of technologies. The results indicate the need to balance technology with playfulness and that in a playful way it is possible to have positive digital habits for children's development.