Digital competencies in early childhood education: Review of pedagogical and technological strategies in initial teacher training
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Abstract
The research aimed to analyze recent scientific publications on the development of digital competencies in the initial training of Early Childhood Education teachers, identifying pedagogical and technological strategies used, as well as the most frequently addressed topics. A scoping review was applied using the methodological approach of Arksey and O'Malley (2005), complemented by PRISMA-ScR, which allowed the selection and analysis of 15 empirical and systematic studies published between 2020 and 2025 in the Scopus database. Thematic analysis revealed that the studies mostly used quantitative and non-experimental methodologies, focusing on validated questionnaires to assess digital competencies, perception, and ease of use of technologies. The results showed that the integration of tools such as artificial intelligence, augmented reality, video games, and educational robotics strengthened digital skills, motivation, and logical thinking from an early age. Topics such as digital equity, pedagogical innovation, and school-family communication were also addressed. The conclusions highlighted advances in training proposals and critical awareness, but also highlighted methodological limitations that warranted future, more rigorous, representative, and contextualized research
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