Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models

Tomić, Damir

doi:10.53577/oot.9.1.2

Odgojno-obrazovne teme, Vol. 9 No. 1, 2026.

Pregledni rad

https://doi.org/10.53577/oot.9.1.2

Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models

Damir Tomić ; Fakultet za odgojne i obrazovne znanosti, Osijek

Puni tekst: hrvatski pdf 942 Kb

preuzimanja: 0

citiraj

APA 6th Edition

Tomić, D. (2026). Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models. Odgojno-obrazovne teme, 9 (1). https://doi.org/10.53577/oot.9.1.2

MLA 8th Edition

Tomić, Damir. "Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models." Odgojno-obrazovne teme, vol. 9, br. 1, 2026 https://doi.org/10.53577/oot.9.1.2. Citirano 29.07.2026.

Chicago 17th Edition

Harvard

Tomić, D. (2026). 'Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models', Odgojno-obrazovne teme, 9(1). https://doi.org/10.53577/oot.9.1.2

Vancouver

Tomić D. Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models. Odgojno-obrazovne teme [Internet]. 2026 [pristupljeno 29.07.2026.];9(1). https://doi.org/10.53577/oot.9.1.2

IEEE

D. Tomić, "Integration of information and communication technology in early childhood education: a comparative analysis of approaches and pedagogical models", Odgojno-obrazovne teme, vol.9, br. 1, 2026. [Online]. https://doi.org/10.53577/oot.9.1.2

Sažetak

Abstract This paper presents a comparative analysis of ICT integration in early childhood education, comparing the systems of Finland, Sweden, Slovenia, and Canada (Ontario) with the European DigCompEdu standards and UNESCO guidelines. The focus is on key pedagogical models (constructivist, socio-cultural, and play-based approaches), educators’ digital competences, curricular policies, infrastructural conditions, ethical issues, and equity of access. The applied methodology is a comparative analysis based on six criteria, grounded in curricular documents, scientific research, and reports by international organizations. The results show that successful systems (e.g., Finland) use ICT selectively to support play and social interaction, emphasizing the strong professional development of educators and equity-oriented policies, while avoiding excessive screen use. The discussion highlights the need for a balanced integration that respects children’s developmental characteristics, offering recommendations for Croatia: systematic training based on DigCompEdu, rural investment, and ethical frameworks for privacy and screen-time limitations. The paper provides practical insights for Croatian educational practice, promoting technology as a means of support rather than a replacement for traditional early childhood education.