Hello Zondrah,what an interesting topic. Research has shown "Technology" is an effected tool in supporting young children learning and development 3 years and older. In fact I found an article in NAEYC Young Children (May 2012 issue p. 10). The title of the article Technology and Young Children. However, the article does state that educators should limit the use of technology.Edna BrownLancaster, CA
Challenges exist, but research studies report the benefits of carefully selected developmentally appropriate and interactive technology tools and materials to enhance children's learning and development as effectively as playing and working with non-technology materials.
I always keep in mind that other external factors, the children's personal relationships or perceived value of the digital materials, or children's ability and experiences with play (play with and without technologies) impact child's digital play For example, a bioecological perspective emphasizes understanding children's development and the child's reciprocal interactions with people, objects, and symbols in a variety of social contexts as well as the interrelation among the various settings or spheres in which the child functions. Children's affordances, access to Information and Communication Technologies (ICT), as well as family beliefs about technology uses, impact how technologies are used to enhance development and how children socialize with materials and other peers/ teachers.
The child's experiences with ICT, if repeated and personally relevant, will enhance success with those technologies (time and process, so if they have more time at home with materials, they might play differently at school). Each child's unique personal characteristics, skills, cognition, and limitations due to any special needs play a part in both how the child progresses, what the child learns, and how the child uses technology (person). How children utilize and how often children utilize technologies throughout their life spans, as well as the timing of the cultural climate in history, shape agency in each child's own learning and development.
I would suggest starting with the guiding resource:
Then, to support Early Educators during the pandemic, supported by Naeyc, we shared the following that are practical applications of high quality interactive and intentional uses of technologies:
Bales, D., Dalsemer, K., Blagojevic, B., Hartle, L., Chung, N., Gardner, K., MacLeod, K., Rodriguez-Vazquez, J. (September, 2020). Using Technology to Enhance Children's Learning at Home and at School: Building Relationships is Key. Washington DC: NAEYC. https://www.naeyc.org/resources/blog/using-technology-enhance-childrens-learning-home-and-school (On this Website.. you'll find in the links and references to the following Webinars; also on https://wke.lt/w/s/7ELzSR )
NAEYC, Technology and Young Children Interest Forum Webinar "Children and Families as Creators & Storytellers: New Digital Directions for Learning at Home" March 30, 2020. (Organized, provided Platform, Edited, Promoted/ Marketed on Social Media & NAEYC platforms.)
NAEYC, Technology and Young Children Interest Forum Webinar: "Lessons Learned: Children and Families as Creators & Storytellers, New Digital Directions for Learning at Home" May 18, 2020. (Organized, provided Platform, Edited, Promoted/ Marketed on Social Media & NAEYC platforms)
Many other resources point to interactive/ dynamic relationships between children and the uses of technologies. Here are some:
Other Influential Technology and Children Position Papers on specific issues related to young children's uses and engagement with types of technologies as well as needed teacher professional development, such as those from the TEC center at Erikson - http://teccenter.erikson.edu/tec/10-reports-you-should-read/ include following: