Navigating digital integration in early childhood: international perspectives from educators working with infants and toddlers

The integration of digital tools in early childhood education and care (ECEC) settings, particularly for children under three, requires careful consideration. While research has predominantly focused on children aged 4–6, limited attention has been given to infants, toddlers, and the critical role of their educators. This study examines how early childhood educators in six countries incorporate digital technologies into their daily practices with infants and toddlers, their perceptions of technology use, and the influence of broader social, political, and educational contexts. Grounded in the theory of situated pedagogy, the study involved 132 educators from Australia, China, Greece, Norway, Portugal, and the United Kingdom. Data were collected through focus groups and analysed thematically. Findings reveal both cross-national similarities and differences, including shared values, diverse professional practices, and key challenges such as developmental concerns, resource limitations, regulatory gaps, and the need for targeted professional development. These findings highlight the complexities of digital integration in ECEC and underscore the necessity of context-sensitive policies and workforce development initiatives. The study provides valuable insights for policymakers, educators, and researchers seeking to enhance the effective and responsible use of digital technologies in early childhood settings.