FROM THE TACTILE TO THE TOUCH: SENSORY AND DIGITAL EXPERIENCES AS MEDIATORS OF AFFECTIVE EXPRESSION AND CHILD IDENTITY IN NURSERY II AND TODDLER CLASS I

Abstract

The integration of sensory experiences and digital resources has expanded the possibilities of pedagogical mediation in Early Childhood Education, fostering children's emotional expression, social interactions, and identity development. In this context, this article aims to analyze how tactile sensory experiences and interactive digital resources, implemented in Nursery II and Preschool I classes at Municipal Early Childhood Education Centers (NEIMs), contribute to affective expression and identity construction in early childhood. According to Lüdke and André (1986), this is a qualitative, descriptive study developed as an experience report, based on the methodological contributions of Antunes et al. (2025), carried out through pedagogical practices implemented in two public Early Childhood Education institutions in the municipality of Bertioga, São Paulo, Brazil. Data were collected through participant observation, field notes, and documentary records. The findings indicate that the integration of tactile experiences, sensory activities and digital resources, when intentionally planned, promotes emotional expression, strengthens affective bonds, enhances social interactions, encourages self- and peer-recognition, and supports children's identity development. It is concluded that the integration of concrete experiences and digital resources enhances children's holistic development when supported by intentional pedagogical planning, contributing to the development of innovative practices in Early Childhood Education.