Early childhood teachers’ practices and perspectives on the integration of smart devices in children’s learning environments

Abstract Digital technology is increasingly used in early childhood education to support children’s engagement, interaction, and learning. However, limited research has examined how teachers interpret and integrate smart devices into classroom practice, particularly in underrepresented contexts such as Saudi Arabia. This study explores early childhood teachers’ perceptions and practices regarding the integration of smart devices in children’s learning. A qualitative research design was employed with 63 early childhood teachers in Al-Ahsa, Saudi Arabia. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed four interconnected domains of practice concerning teachers’ integration of smart devices in early childhood settings: children’s digital self-regulation, guidance for technology use, digital collaboration and social interaction, and digital creativity and innovation. The findings suggest that smart-device integration is shaped by teachers’ intentional decisions, pedagogical guidance, and attention to children’s learning needs. The study contributes context-sensitive evidence to the literature on digital technology in early childhood education by providing an empirically grounded account of interconnected pedagogical practices within the Saudi Arabian context. It also highlights the role of teachers in creating meaningful digital learning experiences in which smart devices complement, rather than replace, meaningful interaction and other age-appropriate learning opportunities.