Assessment of the integration of digital technologies into learning processes in early childhood education
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Abstract
Introduction. The integration of digital technologies in Early Childhood Education has emerged as a strategic approach to enriching teaching and learning processes. However, its implementation continues to face challenges related to technological resources, internet connectivity, and teacher professional development, which influence the development of early logical-mathematical skills. Objective. To assess the integration of digital technologies into learning processes in Early Childhood Education and analyze their contribution to the development of logical-mathematical skills. Methodology. This study adopted a mixed-methods approach with a non-experimental, descriptive, and field-based research design. The participants included three Early Childhood Education teachers selected through purposive non-probability sampling and 28 children whose performance was assessed using an observation checklist. Data was collected through semi-structured interviews and direct classroom observation. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined through descriptive statistics, including frequencies and percentages, using IBM SPSS Statistics. Results. The findings revealed that teachers used laptops, educational videos, and digital applications as resources, promoting motivation, active participation, and the development of logical-mathematical skills, particularly classification, seriation, and pattern recognition. Classroom observations showed that 89.3% of the children correctly classified objects, 85.7% actively participated, 78.6% performed seriation tasks, 75.0% recognized patterns, and 71.4% used digital resources autonomously. Nevertheless, persistent barriers were identified, including limited technological equipment, inadequate internet connectivity, and insufficient teacher training. Conclusion. The pedagogical integration of digital technologies enhances logical-mathematical learning in Early Childhood Education when supported by intentional instructional planning and effective teacher mediation. Strengthening technological infrastructure and promoting continuous professional development for teachers are essential to consolidating innovative and sustainable educational practices. General area of study: Education. Specific area of study: Early Childhood Education. Type of study: Original article.
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