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Challenges and limitations
- Screen time concerns: The balance between digital and physical play must be
maintained.
- Lack of digital infrastructure: Many institutions lack necessary devices or
internet.
- Resistance to change: Some educators and parents are skeptical about digital
tools.
- Cultural relevance: Imported tools may not reflect local language or values.
Future prospects and recommendations
- Governments should develop comprehensive early childhood digital
strategies that ensure inclusion, training, and monitoring.
- Collaborative innovation. Partnerships among educators, developers, and
researchers can lead to the creation of effective, localized digital tools.
- Parent engagement. parents should be trained and encouraged to
participate in guided digital learning activities at home.
Research and monitoring. Ongoing studies are needed to assess the long-term
impact of digital technologies on children’s development.

CONCLUSION
Digital technologies, when strategically implemented, offer valuable tools for
enriching preschool education. They must be used thoughtfully, balancing
innovation with developmental appropriateness. Future success depends on
coordinated efforts across educators, policymakers, and families to create inclusive,
engaging, and safe digital learning environments for young children.

REFERENCES
1. Abdulakhatov, M., & Jaloliddinova, M. (2022). THE MAIN IMPACTS OF
DIGITAL TRANSFORMATION ON SMALL TO MEDIUM-SIZED BUSINESS
ENTERPRISES. Raqamli iqtisodiyot va axborot texnologiyalari, 2(3), 43-47.

2. OECD (2020). Early Learning and Child Well-being Study.
3. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas.
4. Plowman, L., McPake, J., & Stephen, C. (2010). The Technologisation of
Childhood? Young Children and Technology in the Home. Children & Society.
5. UNESCO (2022). Guidelines on Digital Learning for Early Childhood
Education.

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Maktabgacha ta’limda raqamli texnologiyalardan foydalanish: strategik yondashuvlar, innovatsiyalar va istiqbollar

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