Digital Technology and Artistic Practices in Early Childhood Education
DOI:
https://doi.org/10.55707/ds-po.v41i2.223Keywords:
digital technology, artistic activities, early childhood education, professional development of preschool teachers, institutional supportAbstract
The integration of digital technology in artistic activities in early childhood offers opportunities for innovative, multimodal, and creative learning, yet its use in preschools remains inconsistent. This study examined how preschool teachers understand and implement digitally supported artistic activities, as well as which factors they consider important for the successful use of technology. The qualitative case study involved 20 preschool teachers from Slovenia and Italy, with data collected through two focus groups conducted in December 2024. The analysis showed that a lack of adequate equipment is one of the main obstacles, further compounded by uneven resource allocation, limited professional support, and insufficient practical training. Although teachers recognise the potential of digital technology to enhance children’s creativity, they emphasise that current training does not sufficiently support high-quality artistic implementation. Effective integration is possible only through a coordinated systemic approach that includes investment in equipment, targeted training, and strengthening the role of teachers as key facilitators of digitally supported artistic practice.
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