Digital Information and Communication Technologies (DICT) in the context of early childhood education: an overview of the State of Knowledge

Abstract

This article is an excerpt from the state of knowledge of a dissertation that aims to articulate the pedagogical work of teachers working with children in “Jardim” I and II (preschool) and the role of Digital Information and Communication Technologies (DICT) in this initial stage of Basic Education. To this end, a Systematic Literature Review was conducted by surveying theses and dissertations in the Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Digital Library of Theses and Dissertations (BDTD), from Brazil. The objective was to understand the conceptions, limitations, and perspectives of Early Childhood Education teachers regarding DICT in the organization of their pedagogical practices. This investigation revealed that there are few studies on this topic, particularly at this educational stage, highlighting the urgency of further research in this field and providing a foundation for the ongoing master's research.