Digital education in pre-school: a descriptive review


Recent years have seen a change in the way pre-school children play and learn.  In this regard, experts are increasingly questioning how effective the use of technologies is in educational and training contexts and how digital applications can facilitate the learning and development of young children (Bach, Houdé, Léna, & Tisseron, 2016; Guernsey, 2012). The aim of this proposed contribution is to provide an accurate descriptive review of some digital applications found in scientific articles on the subject, investigating the relationship between them and the acquisition of autonomy and basic skills, particularly in pre-school.  Indeed, in a rapidly changing society, it is hoped to seize the new stimuli and opportunities offered by technologies, making sensorial experiences, the discovery of one's body, of nature, the building of social relations, the acquisition of rules of behaviour coexist with digital experiences (Dini, Ferlino, 2016).