Purpose
The study investigates how children and kindergarten teachers use digital technology together. The research question is: What are the key perspectives from research exploring how children and kindergarten teachers collaborate on the use of digital technology in kindergarten?
Result
The analysis identified five main perspectives: 1) Digital play is perceived as real play, where technology as a natural part of children’s play creates new social practices. 2) There is a gap between children’s use of technology at home and in kindergarten. 3) Kindergarten teachers’ knowledge and attitudes towards technology influence implementation. Many kindergarten teachers need more training to integrate technology into practice. 4) Technology is a learning resource, especially in mathematics and reading, but it requires kindergarten teachers to use technology in meaningful ways. 5) Children are seen as creators through technology, moving from consumers to producers.
Design
The study is a systematic literature review that analyses empirical articles on the use of digital technology in kindergarten by children and kindergarten teachers. A total of 199 articles were found through searches made in databases such as Academic Search Premier and Scopus, and 35 relevant studies – all published between 2010 and 2020 – were included in the review. An inductive thematic analysis was carried out to identify key perspectives on technology use in kindergarten.
References
Undheim, M. (2022). Children and teachers engaging together with digital technology in early childhood education and care institutions: A literature review. European Early Childhood Education Research Journal, 30(3), 472–489.
Online year: 2021
Issue year: 2022
Review year: 2022