Within a developmentally appropriate framework, digital technologies may support a range of interactions in early education settings, including those among children and those between children and teachers, their families and the wider community. At the same time, the integration of digital technology in early education raises a number of substantial challenges. Most importantly, technology cannot replace the close personal interactions that young children require to meet their basic needs, ensure their safety and promote their learning and well-being (OECD, 2021) and its use should enhance, rather than interfere with, the processes that are important for supporting young children’s development and the work of early education professionals.
Schleicher, A. (2021). Using Digital Technologies for Early Education during COVID- 19. https://www.oecd-ilibrary.org/deliver/fe8d68ad-en.pdf?itemId=%2Fcontent%2Fpublication%2Ffe8d68ad-en&mimeType=pdf