This thesis examines the use of information and communication technology (ICT) in early childhood education and the digital competencies of parents, teachers, and future teachers. In modern society, digital technology is increasingly present in the daily lives of children and adults, making it an important question how to use it in a meaningful, safe, and developmentally appropriate way during the preschool years. Adults play a crucial role in the process by providing children with their first experiences with digital devices, guiding them in their use, and helping to create a supportive digital environment. ICT introduces children to the use of various digital tools through which they can explore and acquire different skills. Through this, they develop digital literacy, a competency they can acquire together with adults.
The theoretical section covers the definition of ICT, with an emphasis on types of ICT and their applications. The central part of theoretical section focuses on digital literacy. The theoretical section also describes digital competencies and the various levels of digital literacy. It addresses the impacts of digitalization on society, education, the role of parents and educators in children's use of digital technology, and the opportunities and risks of ICT use on children's development. It also presents guidelines for the use of ICT in preschool and related examples of methods, strategies, and approaches that can be used to integrate digital technology into early childhood education in a thoughtful and pedagogically sound manner.
The empirical section presents the results of three surveys: one among preschool teachers, one among students in the Early Childhood Education program, and one among parents of preschool-aged children. The results showed that professionals incorporate ICT into their daily activities. The digital competencies of parents, educators, and students in the Early Childhood Education program were also examined, with the results showing that all respondents have well-developed digital competencies. The study also examined how parents use ICT at home with their children and what their presence and role are in this context. The results showed that parents handle ICT responsibly at home and set appropriate rules for their children. The study also examined students' views on ICT and whether they would use it in their future professional careers. The results showed that students have a positive view of digital technologies and would use them when planning activities.
The purpose of the study is to contribute to a better understanding of the meaningful use of digital technology in preschool and at home, and to establish guidelines for the safe, responsible, and developmentally appropriate integration of ICT into the daily activities of preschool children.
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