Integral Digital Education: A Challenge for Childhood Education

The predominant approach to digital education at the early childhood level, as expressed in national and jurisdictional curriculum developments, is mainly based on teaching students good uses of technology and the use of technological resources by teachers. Concepts such as computational thinking, digital literacy, or information retrieval configure a rather instrumentalist approach to technology. However, to a lesser extent, some documents address them as a cultural phenomenon, referring to reality as "natural, social, and technological," or using categories such as "digital citizenship" or "responsible use" of the Internet. Here, it is proposed to explore arguments for a comprehensive perspective on digital education that, transcending the instrumentalist vision, delves into the cultural and political challenges they present in relation to childhood. To do this, we draw on curricular sources and analyze three recent precedents of analogous curricular transformations: human rights education (the transition from old moral and civic education to education for citizenship), 'Educaci & oacute;n Sexual Integral' (where the biologistic bias is overcome), and 'Educaci & oacute;n Ambiental Integral' (whose approaches complexify a naive approach to the environment).