TECHNOLOGICAL RESOURCES FOR THE PEDAGOGICAL PRACTICE IN EARLY CHILDHOOD EDUCATION: A DOCUMENTAL ANALYSIS

Abstract

The present work addresses the use of technological resources as a didactic tool for pedagogical practice in early childhood education. In addition, it considers children who are inserted in the technological universe, as digital natives, and the question of the teaching-learning process and, in front of it, the teacher's adaptation in relation to these teaching mechanisms. Through the study carried out, it is observed that the family, as well as the school, play a fundamental role in directing the child to use technological resources correctly, and that for a good performance in this role, some guidelines can be followed. The research is characterized as bibliographical and documental in nature, based on authors such as Lüdke and André (1996). The use of technological resources in early childhood education is fundamental, as it is a mechanism that helps in the teaching-learning process and makes the pedagogical practice more interesting and consistent with the lived reality, but this use must be moderated and supervised, taking into account the themes and time appropriate, so that other propositions are included in everyday life with children, so that they can play freely and with different toys, in addition to creating, imagining and interacting with other children and adults.