Technological mediations in early childhood education: children in the digital world

This chapter proposes an investigative approach based on active listening to children's voices regarding the use of technologies. The author distances herself from adult-centric models and proposes a situated view that respects the agency and subjectivity of children. From a hermeneutical perspective, children's stories are considered a source of understanding about how they navigate, interpret and redefine technological devices in their daily contexts. The research proposal does not seek to impose categories, but rather to allow itself to be challenged by children's narratives, identifying tensions and emerging meanings. Thus, we are committed to a dialogic methodology in which technological mediation becomes a field for the recognition of childhoods as valid interlocutors in the construction of knowledge. The chapter provides tools to understand the diversity of children's experiences with technology and offers routes for a more sensitive, critical and transforming pedagogy.