Empowering the Next Generations: Technology-Enhanced Early Childhood Learning and Pedagogy

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: 15 March 2025 | Viewed by 148

Special Issue Editors

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Guest Editor
School of Education, Humanities and Languages, Oxford Brookes University, Oxford, UK
Interests: children’s thinking; early childhood literacy including the use of ICT in early years classrooms in relation to literacy, parenting and the professional development of practitioners in early years

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Guest Editor
School of Education, Humanities and Languages, Oxford Brookes University, Oxford, UK
Interests: early childhood education; pedagogy, community education and development; intergenerational practices;learning spaces

Special Issue Information

Dear Colleagues,

Contrary to the sometimes-prevalent deficit model of young children’s engagement with technologies, this edition will adopt a strengths-based approach (Arnott et al., 2020) that foregrounds young children’s agency in learning with the digital technologies that permeate contemporary experience.

This Special Issue will explore a variety of pedagogical spaces within and outside of more formal educational settings. It will consider how young children (0–8 years) experience and shape their own learning through digital technologies in educational spaces including at home and in the community. We welcome papers that exemplify innovative practices as well as those which critique or raise questions for early years pedagogy. We will adopt a broad definition of digital technologies, including those already established within early years praxis as well as emerging technologies such as virtual and augmented realities. Themes may include:

  • Child agency in the use of digital technology;
  • Partnerships with parents and community groups involving younger children’s use of digital technology;
  • Use of technology in schools, nurseries and other early childhood contexts;
  • Innovative technological approaches in non-formal early education settings;
  • Augmented and virtual learning technologies within spaces of young children’s learning and early years pedagogy.


Kewalramani, S, Arnott L. and Dardanou, M. (2020) “Technology-Integrated Pedagogical Practices: A Look into Evidence-Based Teaching and Coherent Learning for Young Children,”  European Early Childhood Education Research Journal 28 (2) pp. 163–166.

Prof. Dr. Mary Wild
Dr. Linda Shaw
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • digital technologies
  • early childhood
  • digital pedagogies
  • pedagogical spaces

Published Papers

This special issue is now open for submission.
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