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Connected Childhoods: Learning and Meanings from Children’s Digital Experience
The article presents the learning outcomes derived from the active listening of children aged 5 to 6, who, within the framework of a study on the role of technology in early childhood education, express their experiences in the digital world through various forms of language. Throughout the study, it is confirmed that this experience begins at an early age, not only as a social practice and a parenting habit but also as a process strongly influenced by digital symbolic imposition and advertising. Furthermore, the study reaffirms the mediating potential of digital technology in early childhood, the evolution of children's construction of the concept of technology, and the phenomenon of invisible education in the digital world, where children learn implicitly, with little awareness of the learning process.
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