EARLY CHILDHOOD EDUCATION IN THE TWENTY-FIRST CENTURY: THE ROLE OF TEACHERS IN MEDIATING THE USE OF TECHNOLOGY BY CHILDREN

Abstract

This research analyzed the role of teachers in mediating the use of technology by children in early childhood education in the twenty-first century, focusing on the challenges and opportunities of this mediation in the educational process. The central problem investigated was to identify the main responsibilities and strategies of educators in guiding the use of digital technologies by young children. The general objective was to analyze the practices of technological mediation in early childhood education in Brazil, highlighting the crucial role of teachers in this process. The methodology used was the bibliographic review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that, although there are significant benefits in the integration of technologies in early childhood education, the role of the teacher as a mediator is fundamental to ensure an appropriate and pedagogically relevant use. The research highlighted the importance of continuing education of teachers in educational technologies and the need for educational policies that support this mediation. The final considerations pointed out that, despite the challenges, the role of the teacher as a mediator of the use of technologies in early childhood education is crucial for the integral development of children in the twenty-first century. Investments in teacher training, development of pedagogical guidelines for the use of technologies and the promotion of a balanced approach are essential for the success of this mediation. The need for future studies was underscored to explore effective mediation strategies and assess the long-term impacts of this approach on child development.