Abstract
This study sought to analyze the state of the art of the pedagogical integration of ICTs in early childhood education through a systematic review, using the PRISMA approach. A search was conducted in indexed databases covering the period from 2020 to 2025. By applying inclusion and exclusion criteria, 32 articles were selected. The findings showed that the planned and mediated use of digital resources fosters cognitive development and children's motivation. However, gaps in teacher training and infrastructure still persist. It is concluded that effectiveness depends on pedagogical mediation and the strengthening of teachers' digital competence.
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