TY  - RPRT
U1  - Arbeitspapier
A1  - Arzymbetova, Sholpan
T1  - Trends in the Development of Digital Tools for Inclusive Early Childhood Education with a Focus on Social Skills
N2  - Digital tools are increasingly used in inclusive early childhood education and care (ECEC) to support children’s social skills — especially communication, emotion recognition, self-regulation, prosocial behavior, and peer interaction. Across Europe, policy momentum for inclusive digital education is accelerating, while research is expanding from general “screen time” debates toward evidence-based, developmentally appropriate, educator-mediated designs. This paper synthesizes current trends, highlights the European and German context, and proposes a feasible mixed-method study plan to evaluate digital social-skills interventions in inclusive ECEC settings. The review maps tool categories (tablet apps, serious games, social robots, multimodal platforms, and digital assessment/screening), describe equity and accessibility design principles, and identify evidence gaps (long-term outcomes, implementation fidelity, child-led vs. adult-guided interaction, and inclusion of multilingual/migrant families). We propose a pragmatic evaluation framework aligned with European priorities for accessibility, quality, and teacher capacity-building.
AB  - Digital tools are increasingly used in inclusive early childhood education and care (ECEC) to support children’s social skills — especially communication, emotion recognition, self-regulation, prosocial behavior, and peer interaction. Across Europe, policy momentum for inclusive digital education is accelerating, while research is expanding from general “screen time” debates toward evidence-based, developmentally appropriate, educator-mediated designs. This paper synthesizes current trends, highlights the European and German context, and proposes a feasible mixed-method study plan to evaluate digital social-skills interventions in inclusive ECEC settings. The review maps tool categories (tablet apps, serious games, social robots, multimodal platforms, and digital assessment/screening), describe equity and accessibility design principles, and identify evidence gaps (long-term outcomes, implementation fidelity, child-led vs. adult-guided interaction, and inclusion of multilingual/migrant families). We propose a pragmatic evaluation framework aligned with European priorities for accessibility, quality, and teacher capacity-building.
T3  - Constructor University Technical Reports - 60 
KW  - inclusive ECEC
KW  - social-emotional learning (SEL)
KW  - social skills
KW  - digital tools
KW  - Europe
KW  - Germany
KW  - assistive technology
KW  - universal design for learning
Y1  - 2026
U6  - https://nbn-resolving.org/urn:nbn:de:gbv:579-opus-1013542
UN  - https://nbn-resolving.org/urn:nbn:de:gbv:579-opus-1013542
ER  -