Interdisciplinarity in the Use of Playful Technologies in Early Childhood Education: Impacts on Teaching and Learning

Abstract

Objective: This study aims to investigate the impact of the use of technological resources in early childhood education, highlighting how the introduction of technologies, such as television, digital games, and educational software, can improve learning and interaction in the classroom.   Theoretical Framework: The study is based on the theories of Vygotsky (1988) and the contemporary studies of Jankowski and Wrobel (2021), which emphasize the importance of interactivity and the conscious use of technology in the teaching-learning process for children.   Method: The research was carried out at the Instituto do Saber Mundo Azul, in Montes Claros - MG, with five teachers who, for a week, used different technological resources in their pedagogical practices. Data collection was done through questionnaires applied to the teachers.   Results and Discussion: The results indicated that the use of technology increased students' interest in the activities, however, the retention of the content was limited by the excitement generated by the playful resources. The discussion addresses the importance of planning the use of these tools to maximize their educational impact.   Research Implications: This study contributes to the understanding of how technological resources can be effectively incorporated into early childhood education, providing insights into ongoing teacher training and the integration of technologies into the curriculum.   Originality/Value: The research offers an analysis of the challenges and benefits of implementing technologies in early childhood education, highlighting the need for appropriate pedagogical strategies for the use of these tools.