USE OF ICT IN EARLY CHILDHOOD EDUCATION FROM A STS PERSPECTIVE

The introduction of information and communication technologies (ICT) in early childhood education has been the subject of debate and discussion in recent years. The CTS perspective is of vital importance in the research carried out in this regard, since it allows analyzing the effects that these technologies can have on children and their cognitive, social and emotional development. In addition, it also helps to understand how ICT can influence pedagogical practices and the way teachers teach children. From the CTS perspective, it is essential to consider that ICTs are tools that can enhance children's learning, but they can also have negative impacts if they are not used properly. In relation to the subject, Cuba has identified from an early age the convenience and need to master and introduce ICTs into social practice and achieve a digital culture as one of the essential characteristics of the new man, which would make it easier for our society to get closer to the objective of sustainable development. This work makes an approach to this Cuban reality from the active and mediating role that corresponds to early childhood educational agents to achieve the use of ICT from a science-technology and society perspective.