CHALLENGES OF USING TECHNOLOGICAL INNOVATIONS IN EARLY CHILDHOOD EDUCATION: IMPACTS AND PSYCHO-PEDAGOGICAL POSSIBILITIES

Abstract

This study addresses the challenges and possibilities of integrating technological innovations in early childhood education, analyzing their impact from a psychopedagogical perspective. The research was conducted through a bibliographic review, considering the influence of digital resources on children's cognitive, emotional, and motor development. It was observed that, although technologies can stimulate creativity and interactivity in the teaching-learning process, their improper implementation may compromise fundamental aspects of early education. Among the identified challenges, the lack of technological infrastructure in educational institutions, the need for teacher training, and the resistance of families and educators to the use of these resources stand out. The research revealed that teacher mediation is essential to ensure that technologies are used pedagogically, maintaining a balance between digital learning and concrete experiences. Furthermore, the study highlighted the importance of clear guidelines for adopting technological innovations in early childhood education, preventing indiscriminate use or replacing essential human interactions. It is concluded that, despite the existing challenges, the use of technologies in early childhood education has great potential to enrich the educational process, provided that its application aligns with children's developmental needs and is based on effective psychopedagogical approaches.