Institutional early childhood upbringing and education in the digital age

The monograph presents a scholarly analysis of the position and role of digital technologies in early childhood, integrating theoretical insights, empirical studies, and pedagogical implications. Across two qualitative studies, four dominant thematic areas are identified: the social space of digital technologies in children’s individual and social activities; children’s perspectives on the internet; “edutainment” as a fusion of learning and entertainment; and everyday narratives shaped by family routines. The monograph examines key concepts of digital literacies in early childhood and their specific characteristics within informal and formal learning environments. It also explores the relationship between children’s digital experiences and their development, with a dedicated section on digital play and the participatory roles assumed by children, peers, and educators. Educational software and the stereotypes embedded within such materials are critically analysed. Furthermore, the monograph outlines the digital dimension of contemporary early childhood curricula, emphasizing developmentally appropriate uses of technology in activities involving and surrounding digital tools in preschool settings. Innovative methodological approaches are highlighted, including the STEAM model and the integration of digital technologies into outdoor learning. The concluding chapter offers the perspective of preschool educators, presenting a vision of early childhood education in a post-digital world and addressing factors that influence the adoption of digital technologies, alongside effective models of professional development.