DIGITAL TECHNOLOGIES IN EARLY CHILDHOOD EDUCATION: PEDAGOGICAL POSSIBILITIES AND TRAINING CHALLENGES

Abstract

This article analyzes the pedagogical possibilities of digital technologies in Early Childhood Education, emphasizing teacher mediation and training challenges related to their integration into the curriculum. Based on historical-cultural perspective and  contemporary studies on digital culture, technology is understood as a cultural tool whose educational potential depends on pedagogical intentionality. This is a qualitative bibliographic study developed through thematic analysis of academic works, scientific articles, and official documents. The results show that digital technologies can expand children's languages, foster creativity, and enhance interaction and learning processes when linked to play and in-person experiences. However, gaps in teacher training and concerns regarding excessive screen use are identified. It is concluded that integration requires critical, ethical, and intentionally mediated  pedagogical practices aimed at children's integral development.