The effectiveness of educational technologies in early childhood education and their implications for educational practice and children's learning.

Abstract

The limited knowledge about the real impact of educational technologies on early childhood education raises questions about their effectiveness in child development and teaching practices. In view of this, this research analyzes the benefits and challenges of the use of ICT in the educational context through a systematic review of qualitative and descriptive approach. Academic databases such as Scopus, ERIC, ScienceDirect, Dialnet, and Google Scholar were consulted, using search equations constructed with key terms and Boolean operators. The included studies were selected according to specific criteria: they had to focus on early childhood education, be published between 2020 and 2025, be peer-reviewed, and show evidence on pedagogical outcomes. The process was developed according to the PRISMA protocol, guaranteeing the identification, selection, evaluation and rigorous inclusion of relevant articles. The analysis of the 17 articles for both objectives showed that the use of educational technologies, when integrated with a pedagogical approach and adequate supervision, favors child development in areas such as attention, language, and socio-emotional skills, and at the same time positively transforms teaching practices, improving planning, execution, and methodological adaptation. However, its effectiveness depends on access to resources,continuous training and willingness to change, so its application must be moderated, contextualized and strategically planned.