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In today’s increasingly digitalized world, formal educational contexts play a critical role in shaping young children's relationship with technology. In nurseries and preschools, educators introduce children aged 0–6 to digital tools that can support their development. This study, conducted during the “new normal” (2022–2023), surveyed 164 Italian educators using an anonymous questionnaire to examine the use of digital devices, including touch-based and internet-connected tools, in early childhood education. The study explored educators’ attitudes, the presence and use of digital tools, and their perceived self-efficacy in technology use. Results reveal limited enthusiasm for digital devices post-pandemic, especially for children under three, with a greater acceptance of technology for children aged 3–6, particularly in educational settings. While common digital activities with children include listening to music, stories, educational videos, and using apps, more complex tasks like research and media editing are less frequent. Despite their interest in integrating technology into teaching, educators report low confidence in their digital skills, with the Intrapersonal Technology Integration Scale revealing low self-efficacy. Respondents are doubtful about technology's potential to enhance teaching effectiveness or job satisfaction. These findings highlight the need for professional development to enhance educators’ technological competencies and optimize digital tool integration in early childhood education.

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The Use of Technology by Children Aged 0–6: A Study on Educational Models, Attitudes, and Media Behaviors of Educators and Teachers in the Context of the “New Normal.”

  • 会议论文

  • 发表日期：

    2025年

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  • Ilaria Bortolotti,
  • Franca Rossi,
  • Alessandro Biraglia

摘要

In today’s increasingly digitalized world, formal educational contexts play a critical role in shaping young children's relationship with technology. In nurseries and preschools, educators introduce children aged 0–6 to digital tools that can support their development. This study, conducted during the “new normal” (2022–2023), surveyed 164 Italian educators using an anonymous questionnaire to examine the use of digital devices, including touch-based and internet-connected tools, in early childhood education. The study explored educators’ attitudes, the presence and use of digital tools, and their perceived self-efficacy in technology use. Results reveal limited enthusiasm for digital devices post-pandemic, especially for children under three, with a greater acceptance of technology for children aged 3–6, particularly in educational settings. While common digital activities with children include listening to music, stories, educational videos, and using apps, more complex tasks like research and media editing are less frequent. Despite their interest in integrating technology into teaching, educators report low confidence in their digital skills, with the Intrapersonal Technology Integration Scale revealing low self-efficacy. Respondents are doubtful about technology's potential to enhance teaching effectiveness or job satisfaction. These findings highlight the need for professional development to enhance educators’ technological competencies and optimize digital tool integration in early childhood education.