Digital Technologies in Early Childhood Education Services: Pedagogical Reflections on the Inclusion of Deaf Children

The presence of digital technologies in early childhood education and care services has progressively moved beyond both technodeterministic interpretations and radically resistant positions, moving instead toward a more mature approach capable of reconnecting the use of digital tools to educational intentionality, the specificity of contexts, and the central role of the adult as mediator. This approach becomes particularly relevant when considered from an inclusive perspective, with specific reference to deaf children and to the communicative, relational, and linguistic characteristics that shape their experiences within educational settings. Indeed, deafness calls for the design of accessible and participatory learning environments, in which the plurality of communication channels, the attention to the visual dimension and the intentional organization of interactions can support the active involvement of all children. In this sense, digital technologies may represent a significant pedagogical resource, not merely as compensatory tools, but as devices capable of enhancing the interpretation of routines, supporting joint attention, broadening access to experience, and promoting inclusive processes. Starting from these premises, this contribution aims to offer a theoretical reflection on the use of digital technologies in early childhood education settings, highlighting their potential in relation to deafness and emphasizing the need for rigorous professional mediation and the intentional design of spaces, times and interactions.