Peer Interactions Around Digital Technologies in Early Childhood Education: A Systematic Literature Review

Abstract

Speedy advancements in information and communication technologies have placed digital technologies in every aspect of our lives and digital devices are now widely used everywhere. Children are exposed to technology from babyhood daily in their homes. Technology has transformed children’s education and school experiences as well; students are now engaged with technologies daily for their schoolwork. While technology is already widely integrated and used with older children, integration of technology in early childhood education settings is a recent development. The main concern in integrating digital technologies as part of early childhood is its possible negative effects on children’s development, for example, hindering children’s development of social skills. Digital technologies are still considered as more suitable for solitary use because of some of their features such as having a small screen, allowing one user to control the device at a time, their association with video watching and game playing that limit the possibilities for collaboration and cooperation. This study systematically reviews articles that investigated children’s social interactions during digital play in early childhood education and care context. We aimed to identify empirical evidence that points out if the use of digital technologies hinders or enhance peer interactions. This review found that digital play indeed offers children a social environment and possibilities to interact and develop social skills with peers. During digital play children help, share, lead, plan, organize, negotiate, celebrate, investigate, build confidence, creativity and positivity. Results also show that technology availability and use is still very infrequent in early childhood settings limited to few devices. This study intends to provide research-based information to parents and professionals working in early childhood education by presenting overview of the existing literature, identifying what behaviours children display and features of interactions promoted during digital play. We also aim to provide researchers interested in this field a base knowledge by bringing studies in the field together. Finally, the review points out gaps and gives recommendations for future research.