Child-Centered Technology Innovations: Transforming Teaching and Learning in the Early Years

Dear Colleagues,

We are excited to announce this forthcoming Special Issue entitled "Child-Centered Technology Innovations: Transforming Teaching and Learning in the Early Years". This Special Issue is dedicated to exploring the innovative and culturally responsive use of child-centered technology, with a specific focus on PreK to Grade 3 classrooms.

In the rapidly evolving educational landscape, technology plays a crucial role in shaping the experiences of our youngest learners. This Special Issue seeks to investigate how child-centered technology, when seamlessly integrated into the early years, can actively engage children in building knowledge and creatively expressing their ideas. Our aim is to understand how technology can be employed not only as a teaching tool, but as a means by which to empower young children to explore, create, and learn in ways that resonate with their diverse learning styles and abilities.

We are particularly interested in contributions that explore the following themes:

• Innovative strategies for using child-centered technology to actively engage young learners in knowledge building and creative expression.
• Culturally responsive and inclusive technology practices that acknowledge and celebrate diversity in early childhood classrooms.
• Case studies or research demonstrating how child-centered technology accommodates different learning styles and abilities in young learners.
• Examples of effective integration of child-centric technology tools in instructional practices in PreK-Grade 3 settings.
• Impact of child-centered technology integration on fostering critical thinking, problem-solving, and creative skills in early learners.

We welcome original research articles, case studies, and comprehensive reviews that provide insights into these areas. Contributions should highlight practical applications, challenges, and successes in integrating child-centered technology in early education settings.

We encourage prospective authors to contact the guest editors prior to submission to ensure that their work aligns with the scope of this Special Issue. We eagerly anticipate your valuable contributions to this important field and look forward to a rich exchange of ideas and findings. We look forward to your contributions and to advancing the conversation regarding the transformative role of child-centered technology in the early years.

Prof. Dr. Michael J. Berson
Prof. Dr. Ilene R. Berson
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• child-cantered learning technologies
• early years pedagogy
• technological innovation in early learning
• creative expression in early learning
• digital tools for critical thinking and problem solving
• inclusive and adaptive learning technologies