Screens in Early Years Education? Beyond the Ban: Realities, Myths and Research-Based Proposals
The relationship between early childhood and technology is currently caught in a genuine crossfire. Between those calling for a total ban on screens in the classroom and those championing them as indispensable tools for the future, families and teachers often find themselves lost in a sea of contradictions. However, making the right decisions does not require doomsday rhetoric or technophilic hype; it requires scientific evidence.
A recently defended doctoral thesis, entitled “El uso de recursos educativos digitales en la infancia: prácticas tecnológicas de niñas y niños de 3 a 6 años en Canarias” (The use of digital educational resources in childhood: technological practices of children aged 3 to 6 in the Canary Islands), aimed to conduct a diagnostic-descriptive review of how children in the second cycle of Early Years Education consume and interact with Digital Educational Resources (DERs).
