ABSTRACT
This chapter aims to synthesize research published from 2010 to 2017, mostly peer-reviewed journal articles, that were identified through the following keywords: digital literacy, digital technologies, digital tools, early literacy, teaching practices, preschool, kindergarten, early childhood education. Knowledge about pedagogical practices that support the integration of digital technologies in early years educational settings remains limited, especially when compared to research on older children and young people. The notion of appropriateness emerged as a key pedagogical principle and was ascribed different meanings in various studies that discussed the possibilities of engaging young children in digital literacy practices. The educational potential of digital technologies is nevertheless acknowledged, and such acknowledgement counters cautions against the inappropriateness of digital use in early year education. The chapter focuses on different meanings of appropriateness and pedagogy in an attempt to discuss long-held assumptions about early literacy learning and principles of early childhood education, in their transaction with the digital.
