Sholpan Arzymbetova

• 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.