Digital Technologies in Kindergarten: Paths of Kindergarten Teachers and Potentialities for Children

Digital Technologies And Preschool Education

School must adapt to new socio-technological realities, acknowledging that technologies may be an effective and up-to-date mean for learning (Chen, 2010). The use of digital resources in preschool classrooms is a growing sign of the enormous educative role that these media may play in the construction of learning, for contemporary children. The natural involvement of children with technologies, as well as the experiences they carry out in their environment, make them constructors of their own knowledge, as described by the different constructivist and interactive development theories (Dewey, Piaget, Vigotsky cited NAEYC, 1997). These experiences are important, with the participation of adults and the entire social context that surrounds them, where technologies may enable the representation of the world in a meaningful way, performing learning in a new way, with the possibility of communication to others (Parette, Quesenberry, & Blum, 2010).