Integration of digital technologies in preschool education: problems and solutions

Studies explore children's interaction with technology at home and early childhood education settings, highlighting their early digital literacy development and family influences. Despite increased access to digital devices, research on the impact of technology in early childhood education still needs to be completed. However, statistics indicate widespread adoption of digital technology across European households, with a significant proportion of individuals using computers and the internet. Technological innovation shapes young children's lives, even in low-income households, but exposes them to corporate marketing. Safeguarding their interests is crucial [7, p. 6].

The current state of digital literacy integration in early childhood education needs to be improved, with insufficient focus on children under five. Existing research emphasizes that young children extensively use digital technologies at home, but early

Российский университет дружбы народов имени Патриса Лумумбы

education has yet to engage in this aspect meaningfully. Advocates [8, p. 362] stress the need to extend the technology debate to early years education, highlighting the importance of aligning home and educational experiences. The study aims to assess digital technology use among children between three and five and understand parental views on integrating it into early education. It uncovers early digital engagement among children, challenges traditional views, and highlights parental concerns about balance in technology integration.

Research Questions:

• 1.    How do children interact with digital technology at home to shape their digital literacy?

• 2.    What are parents' perspectives on integrating digital technology in early education and ensuring a balanced use for educational purposes?

Literature Review. Research on digital technologies and young children has revealed the benefits and challenges associated with early exposure. Studies indicate that children as young as three develop digital literacy skills through interaction with tech-

КХАН ГУЛАФШАН САЛАМ

Российская Федерация, Москва

GULAFSHAN S. KHAN

Moscow, Russian Federation

nologies at home, supporting early print literacy and problem-solving abilities. However, concerns persist about the potential overexposure and the impact of screen time on developmental outcomes [8, p. 366].

Studies emphasize integrating technology into instruction to meet learners' educational needs and foster critical thinking, motivation, and academic growth. Technology-enhanced learning is linked to improved cognitive understanding and academic achievement. Furthermore, it facilitates connectivity among learners, instructors, and peers, enhancing collaboration and support within the learning environment [1, p. 2].

The integration of digital tools in early childhood education has been limited despite their potential to enhance learning experiences. Research shows that by school age, children develop technological skills, global awareness, learning dispositions, and an understanding of technology's role in daily life [8, p. 368].

Methodology. The methodology involves a mixed methods approach conducted in three stages to investigate digital technology usage among families with children aged birth to five in four countries.

Results. The table provides an overview of digital activities in four countries, highlighting the engagement of children. The research found universal access to television sets, computers, and the Internet among 135 families per country across four

European countries: United Kingdom, Greece, Malta, and Luxemburg. Table 2 shows an overview of digital activities among young learners, categorized by age, in four countries. Children under three are particularly heavily engaged with television.

Table 3 shows homes with multiple digital devices and parents monitoring their children's access to them. In four countries, households typically own televisions, a computer, and Internet access, indicating widespread acceptance. These findings align with prior research and emphasize the universal accessibility of digital media in children's daily routines [7, p. 13; 9, p. 2]. The research highlights the importance of parental guidance in children's di-

ИНТЕГРАЦИЯ ЦИФРОВЫХ ТЕХНОЛОГИЙ В ДОШКОЛЬНОЕ ОБРАЗОВАНИЕ: ПРОБЛЕМЫ И РЕШЕНИЯ

Table 1

Research Methodology Overview

COMPONENT	DESCRIPTION
Paper Selection	40 papers were deemed suitable and progressed to the final evaluation phase with 10 papers.
Research Type	The chosen publications cover the period from 2010 to 2024 and represent a variety of research methodologies, including experimental, active, and mixed studies.
Review Compilation	Considering these factors, a comprehensive literature review was assembled.
Focus of Research	The study conducts an in-depth review of Ioanna Palalologou's research project “Children under five and digital technologies: Implications for early years pedagogy” and related literature to evaluate children's digital literacy and family dynamics.
Methodological Approach	According to the systematic review evaluation, a mixed methods approach was used in three stages to investigate digital technology usage among families with children aged birth to five in four countries.
Stage One- Sampling and Analysis	A purposive family of 10 families per country was conducted to analyze digital technology ownership and young learners' usage patterns.
Stage Two- Questionnaire Distribution	540 families were distributed questionnaires. The questionnaires focused on television, computer, and internet-based activities with children and utilized a pictographic survey.
Stage Three- Interviews and Observation	Interviews and observations were used to understand technology interactions and usage patterns among families.
Literature Review	Relevant data for the review was gathered using various databases, including Google Scholar, Eric, and Springer.
Research Aim	The study aimed to explore family engagement, collaboration, and conventional practices regarding digital media usage in diverse cultural settings for young children.

Table 2

Family Participants in Digital Activities Across 4 Countries

COUNTRIES	TV:(0-3)	TV:(0-5)	INTERNET: (0-3)	INTERNET: (0-5)	COMPUTER: (0-3)	COMPUTER: (0-5)
United Kingdom	86	82	38	62	42	72
Luxembourg	88	84	36	61	38	68
Greece	62	56	26	44	28	52
Malta	66	58	28	46	32	62

Table 3

Percentage of Household Digital Device Ownership

OWNERSHIP ENGLAND LUXEMBURG GREECE MALTA Television 99 99 98 98 Computer 92 92 66 68 Internet connection 92 92 62 64 Multiple TV 85 90 82 86 Multiple computers 62 76 48 52 gital engagement, particularly for those under five and three.

Table 4 summarizes children's access to and usage of digital technologies in United Kingdom, Luxembourg, Greece, and Malta across different age groups. It shows the percentage of children accessing TV, computers, and the internet on their own and the average daily time spent on various digital activities. Notably, children aged 3-5 generally have higher access and usage rates compared to younger children, with variations among countries. Research suggests a shift in children's digital technology preferences around age eight, favoring computers and the Internet over television [7, p. 16]. However, the current study finds that this transition occurs as early as age three to four.

Early years education should incorporate digital technologies to create engaging learning environments for children. However, educators must also critically examine their roles and positions to balance fostering children's digital fluency and upholding principles of early years pedagogy. This balance entails leveraging digital tools to enhance learning experiences while ensuring that they complement, rather than overshadow, fundamental aspects of early childhood education such as play, social interaction, and hands-on exploration.Integ-rating digital technologies should be approached thoughtfully, considering their benefits and potential drawbacks in fostering holistic development in young learners [9, p. 17].

The study investigates the utilization of digital technologies by children under five in their homes, emphasizing engagement, collaboration, and family dynamics. It highlights a prevalent trend of “digital fluency” within contemporary households, where digital technologies are seamlessly integrated into daily life, challenging traditional perceptions of technology as external entities [5, p. 14].

Discussion. The study aims to investigate the extent and purpose of digital technology use by children under five, assessing their digital literacy and exploring parents' perspectives on integrating these technologies into early education practices. It emphasizes aligning home and school digital experiences to support holistic child development. The research extends prior findings by revealing the active engagement of children under three with digital technologies, which parents perceive as conventional toys in all four countries. Over 60% of children under three interact with digital tools, with 23% engaging across multiple platforms, indicating a shift in technology usage patterns at a remarkably young age. Moreover, 20% of children under three exhibit multitasking abilities while using technology, defying conventional beliefs [9, p. 18]. Parents express concern about integrating digital tools effectively into early childhood education. They emphasize optimizing technology for educational purposes while advocating for a balanced approach that reassesses roles and strategies in early learning environments.

Table 4

Children s Digital Access and Time Spent on Digital Technology: Cross-cultural Comparison

ACTIVITY	BELOW THREE YEARS	THREE TO FIVE YEARS
Access TV/Games by self	United Kingdom: 11 %	United Kingdom: 85 %
	Luxembourg: 12 %	Luxembourg: 87 %
	Greece: 6 %	Greece: 85 %
	Malta: 5 %	Malta: 82 %
Access Computer/Laptops/iPads Alone	United Kingdom: 4 %	United Kingdom: 56 %
	Luxembourg: 5 %	Luxembourg: 62 %
	Greece: 2 %	Greece:36 %
	Malta: 2 %	Malta: 34 %
Access Internet Alone	United Kingdom: 3 %	United Kingdom: 45 %
	Luxembourg: 4 %	Luxembourg: 53 %
	Greece: 2 %	Greece: 25 %
	Malta: 1 %	Malta: 2 %
Average Time Spent on Digital Tech	BELOW THREE YEARS	THREE TO FIVE YEARS
Television-Based Activities	Weekdays: 70 mins	Weekdays: 62 mins
	Weekends: 192 mins	Weekends: 165 mins
Computer-Based Activities	Weekdays:12 mins	Weekdays: 42 mins
	Weekends: 30 mins	Weekends: 160 mins
Internet-Based Activities	Weekdays: 6 mins	Weekdays: 38 mins
	Weekends: 87 mins	Weekends: 2 mins

ИНТЕГРАЦИЯ ЦИФРОВЫХ ТЕХНОЛОГИЙ В ДОШКОЛЬНОЕ ОБРАЗОВАНИЕ: ПРОБЛЕМЫ И РЕШЕНИЯ

The study emphasizes the importance of clear guidance for using digital tech in education responsibly. Below are key recommendations.

Educational Guidance. Parents and teachers are encouraged to harness the potential of digital teaching materials, foster creativity, and effectively engage students and children. This guidance emphasizes utilizing online resources, staying updated with technological advancements, and leveraging smart devices to create interactive and engaging learning experiences [6, p. 277].

Parental Engagement. Parents should actively engage in technology-supported learning by exploring diverse resources and monitoring their child's usage to ensure a balanced approach. Encouraging interactive activities and maintaining open communication about potential drawbacks while emphasizing the importance of traditional methods can optimize learning acquisition in multilingual homes [2, p. 42].

CurriculumIntegration. Encourage newteachers to embrace a broader view of digital competence beyond technical skills, enabling them to challenge existing norms and become change agents. Integrating curriculum-related, personal-ethical, and personal-professional competencies empowers teachers to plan inclusive learning programs that foster relevant skills in students, ensuring future readiness [4, p. 11].

Teacher Training. Training programs should be arranged to enhance teachers' technological skills and advocate for supportive measures from authorities, such as incentives or certificates, to promote technology integration [1, p. 7].

By fostering collaboration between parents, educators, and policymakers, it aims to ensure responsible and effective technology integration for educational purposes.

Conclusion. In light of children's early exposure to digital technologies, this project advocates for early childhood pedagogy to foster learn- ing environments that promote communication and idea-sharing through digital tools while balancing home digital experiences. It questions how digital technologies can enrich meaningful learning contexts aligned with children's home digital habits. The readiness of early childhood education to embrace the ‘digital child' of the 21st century remains a pivotal inquiry, emphasizing the need to integrate children's digital experiences into learning environments. The role of families in this integration process and the potential of digital media to enhance parent-child engagement are also explored. While digital technologies offer avenues for social interaction and learning, the study suggests that early-year pedagogy should prioritize participatory learning environments that complement traditional activities. The study underscores the importance of adapting pedagogy to empower children to learn, unlearn, and relearn in a digitally enriched world.