ICT IN PRESCHOOL EDUCATION. AN INTERDISCIPLINARY REVIEW OF SCIENTIFIC LITERATURE

Georgia Spiliopoulou, Gerasimos Koustourakis

Abstract


This work is an attempt at an interdisciplinary reading of the scientific literature on the use of ICT in the case of preschool education, highlighting some of its sociological and pedagogical dimensions. A study of the relevant literature reveals that the need to integrate ICT into the pedagogical practices implemented at the micro level of compulsory education in the schools in European Union countries especially influenced the formation of modern preschool curricula whose content follows academic logic. In order to include ICT in preschool education, the ability to effectively handle digital media and tools needs to be integrated into the habitus of kindergarten teachers, as does the activation of their predispositions for the didactic use of specific media in their daily school life. In this way, the aim is to strengthen the digital literacy of the students, who, as digital natives, already have some experiences of a digital nature. The advantages of utilizing ICT in Kindergarten are linked to the development of students' cognitive skills, as well as to the assistance of their learning effort through activities that include the problem-solving process. The entry of ICT into preschool education is also associated with concerns, such as the concern for the safe use of digital media by young children, but also the effects of online content on shaping their social interactions and individual behaviors.

 

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Keywords


ICT, preschool education, curriculum, kindergarten teachers, habitus, digital literacy, digital tools

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v10i2.5951

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