Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Digital technology systems are adopted rapidly throughout the globe for the virtual learning process especially with the outbreak of the Covid-19 pandemic. Digital screen-based gadgets are integrated to provide a seamless interactive medium of learning even before the initiation of formal education. Studies on the technology use of younger children are critical as uncontrolled gadget use affects their developmental stages yet these studies are still in the infancy stage. This study analyses the psychoeducational impact of extended use of digital gadgets and mobile dependency on early childhood manifested through their cognition, socialization and behaviour. This descriptive study is based on the random responses of 511 parents about their young children of 3-6 years distributed at five civil districts of Kerala State. From the analysis, it is found that the extended use of digital gadgets influenced young children’s mobile dependency, socialization process, cognition and behaviour patterns. The young children exhibited alienation tendencies and behavioural deviations which are correlated to their screen time. Both male and female reported similar results.  Significant differences were observed with respect to the age of the children and their parental characteristics. Their mobile dependency mediated their extended digital Screen Time to the Behaviour. Significant relation was predicted by extended Screen Time on Behaviour of the students with a partial sequential path through mobile Dependency, Cognition and Socialization. The study shed light on the urgency of parental care and implementation of a balanced gadget usage system to reduce the detrimental impacts of psychoeducational factors.

Within the framework of an ongoing research project, this paper presents and analyses the perceptions and appreciations that a sample of families from three different Spanish regions, The Canary Islands, Galicia and Valencia, express regarding the availability, use, perceptions and mediations performed with digital materials and resources. Devices, platforms and applications they use at home, in some cases, to support the teaching and learning process carried out in schools and in the Key Stage 2 of Childhood Education. These perceptions and appreciations were gathered in focus groups during the period of the pandemic and within the mentioned framework of a project with a mixed methodological option. The evidence from the fieldwork and much of the specialised literature suggests that, although they have more than enough digital resources, and their children are skilled and motivated to use them, their position regarding the risks and benefits of the digitalisation process is unstable, contradictory, insecure, a permanent source of family conflict and in need of support. Aspects that, as a whole, have a significant impact on the school reinforcement that families provide to their children at home, particularly in infant school.

This article analyzes the characteristics of a selection of audiovisual products aimed at children from 0 to 4 years old, hosted on the YouTube Kids platform. On the one hand, the platform itself is analyzed; its structure, design, usability and interactivity. On the other hand, the most popular resources in each of the categories established on the platform itself are analyzed, namely: programs, music, learning and exploring. A total of 29 videos were evaluated, using an analysis tool developed ad-hoc, which is structured in the following areas of analysis: didactic, content and narrative. The results obtained show that the platform is based on a structure similar to that of YouTube, but it is adapted to children, with little description of the contents and excluding functions such as: video rating, comments by families or observation of the number of views, among others. Regarding audiovisual materials, most of the videos are of long duration and are focused from a playful rather than pedagogical perspective, making their consumption mainly focused on the home and family environment. 

The impact of technology on children aged 3 to 6 is evident in both the family and educational contexts, where teachers play a fundamental role in the selection, use and creation of digital resources and teaching materials. This study aims to analyse teachers' views on the didactic and organisational uses of technology in general and Digital Educational Resources in particular, their training and assessment after their introduction and implementation in the Early Childhood Education stage. In this qualitative study, a semi-structured interview was used to collect information from 15 teachers who work in the Second Cycle of Infant Education in the Community of Valencia, the Canary Islands and Galicia. The results show agreement among the teachers, regardless of the Community, regarding the differences perceived in the use of technology by the youngest children in the two primary socialisation contexts, school and home; the identification of the factors that limit or promote the integration of technologies in the classroom and the assessment of digital educational resources as a motivating element in the teaching/learning process, but which coexist with manipulative resources in hybrid environments. In short, the digital transformation process of schools seems to lag behind social reality and depends mainly on teacher training and attitudes.

The use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students.

The way we access information has changed radically. The digital press, despite having a short history, has managed to consolidate itself in the communicative panorama, allowing society to be informed quickly, continuously and directly. The objective of this work is to discover and know the vision, as well as the benefits and disadvantages, that the main Spanish digital newspapers pour on educational robotics and computational thinking in early childhood and at home. In this research carried out with a qualitative methodology, under an ethnographic-narrative approach, the content of the news on this subject, published in the 20 main Spanish digital newspapers (natives and migrants) has been analyzed through the ATLAS.ti software. , during the last 8 months. The main findings show that the insertion of educational robotics in all areas of life is increasing, presenting it as an effective resource to work in all areas, especially STEAM, from early childhood. Similarly, working on computational thinking facilitates the acquisition of skills for personal and professional development. These results show that it is a topic of social interest, although there is little information related to an adequate and effective methodology for the use of these resources with early childhood.

Knowing that the Internet has opened doors to information and to the possibility of ubiquitous communication, there is now a need to review ways of teaching and learning. Learning to learn assumes a significant predominance in the methodological design due to the centrality of the student in the learning process. In this sense, this study aims to understand the approach “Made by them to them: the students in the learning process” in early childhood, assuming that it 1) activates prior knowledge; 2) promotes personal and collaborative efforts in the construction of the didactic resource; 3) creates emotion in the learning process. This is a multiple case study in different educational contexts and levels whose data collection was carried out by analyzing reflective narratives carried out by intern students from higher education institutions in public and private institutions. The results suggest that this approach, in addition to activating prior knowledge that is important for the construction of a robust structure of knowledge and significantly involving children in an emotional process of well-being, stimulates the natural articulation of knowledge in an inclusive environment. We conclude that situated and contextualized learning in a growing process of child involvement facilitates the understanding of reality and promotes inclusion and the construction of complex thoughts.

This article presents a brief summary of the main results of our research on  digital educational  in the Early Childhood Education stage.  These results focus, on the one hand, on the analysis of the technical and pedagogical characteristics of digital educational resources aimed at pupils in the second cycle of Pre-school Education (3-6 years).  On the other hand, we will deal with the  views and opinions of teachers and families in relation to the uses and practices developed with these digital resources both in the school context and at home obtained through the survey method. The project was developed by research groups from different Spanish universities (La Laguna, Las Palmas de Gran Canaria, Santiago de Compostela, A Coruña and Valencia) in the 2019-2022 period. The results indicate that the pedagogical model of these portals and platforms of digital resources for early childhood education is very variable depending on the available resource and that, in general, both teachers and families are favourably disposed towards the use of these technologies in the education of children of this age.

This paper set out to explore online users' perceptions, attitudes, and practices towards mis/disinformation on social networking sites and investigate how they engage with, identify, and evaluate information disorder on social networking sites. The correlation study provides empirical insights into the complex relationship between digital media literacy and online information processing. To this end, a web-based survey was administered to gauge Moroccan undergraduate students' digital media literacy skills, particularly in what regards their ability to identify and evaluate the credibility of information online. The data obtained are consistent with the hypothesis guiding this research that there is a significant relationship between digital media literacy skills (DMLS) and students' ability to identify information disorder online (IDO). Based on the empirical findings, important implications and strategies for higher education institutions are addressed to help students become more digitally media literate consumers of information.  

Aquest estudi busca identificar els principis de la Recerca i Innovació Responsable (RIR) per a la producció de Narracions Digitals (ND) a Grups de Recerca (GR) entre estudiants brasilers d'educació bàsica, a partir de temes sociocientífics. Aquest estudi va utilitzar la investigació qualitativa. El camí metodològic va consistir a desenvolupar activitats de ND encaminades a promoure i integrar habilitats de RIR a través de la construcció de GR per part dels estudiants. Les dades es van recopilar mitjançant un diari de camp, enregistraments de vídeo de les reunions del GR i les mateixes ND. Observem que els eixos de RIR són abordats directament i indirectament per les ND, i semblen estar articulats principalment per elaborar i presentar les narratives dins del GR. Amb l'estratègia d'integrar es ND a les pràctiques de RIR, els estudiants van prendre una postura investigativa que va acostar les activitats escolars a canvis reals a la societat. Comunicar la producció dels estudiants durant i després de completar la ND va reforçar larticulació entre RIR i ND.