FAMILY AND SCHOOL MEDIATION IN THE INTEGRATION OF DIGITAL TECHNOLOGIES IN EARLY CHILDHOOD EDUCATION

Abstract

This article sought to analyze the integration of digital culture in early childhood education, identifying the technological tools used, their contributions to children's development, and the challenges associated with this pedagogical incorporation. The research was based on a qualitative literature review that systematized recent studies on the application of digital technologies in the early childhood educational context, addressing cognitive, social, and ethical aspects related to childhood. The results demonstrated that, when adequately mediated by educators and families, digital technologies promote active learning, creativity, and the development of essential skills for the 21st century. The importance of public policies to ensure equitable access to digital resources, continuous training of education professionals, and family engagement in mediating technological use was evidenced. Risks related to inappropriate or excessive screen use, the need for content supervision, and the fundamental role of pedagogical mediation in building safe and inclusive educational environments were also identified. It was concluded that digital culture in early childhood education represents a significant transformation in pedagogical practices, requiring a critical and integrated approach to maximize benefits and mitigate negative impacts, contributing to reflections on contemporary pedagogical practices that promote more inclusive, balanced early childhood education prepared for the challenges of current society.