Digital Technologies in Early Childhood Education Services: Pedagogical Reflections on the Inclusion of Deaf Children
Year: 2026
Type: book-chapter
Abstract: The presence of digital technologies in early childhood education and care services has progressively moved beyond both technodeterministic interpretations and radically resistant positions, moving instead toward a more mature approach capable of reconnecting the use of digital tools to educational intentionality, the specificity of contexts, and the central role of the adult as mediator. This approach becomes particularly relevant when considered from an inclusive perspective, with specific reference to deaf children and to the communicative, relational, and linguistic characteristics that shape their experiences within educational settings. Indeed, deafness calls for the design of accessible and participatory learning environments, in which the plurality of communication channels, the attention to the visual dimension and the intentional organization of interactions can support the active involvement of all children. In this sense, digital technologies may represent a significant pedagogical resource, not merely as compensatory tools, but as devices capable of enhancing the interpretation of routines, supporting joint attention, broadening access to experience, and promoting inclusive processes. Chapter in: Francesco Peluso Cassese (ed.), Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution, REN Press – Cares srl, 2026, pp. 122-124. ISBN 979-12-82860-00-0. Volume DOI: 10.5281/zenodo.23211262. Section: Hybrid and "Emotionally Aware" Learning Environments.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7224875188
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