We Are Makers - Digital Media Competence for Educational Staff in Early Childhood Education

IMPORTANT!
We are looking for a university, preschool institution, or institute with extensive experience in implementing ECEC pedagogies. We are formed consortium from Serbia, Romania, Portugal and France and we are looking for the project's coordinator, preferably from from Denmark, Sweden, the Netherlands, Belgium, Estonia, Poland, or Germany.

The rapid evolution of technology and its pervasive integration into daily life demand that educational systems adapt to prepare children for a digitally-driven future. However, in Early Childhood Education and Care (ECEC), particularly for children aged 4–8, there is a significant gap in integrating digital media and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. This gap stems from systemic barriers, including a lack of teacher training, insufficient resources, and challenges in aligning emerging technologies with developmentally appropriate pedagogies (Frontiers in Education, 2022).

Educators often lack the confidence and skills needed to incorporate digital tools such as electronic circuits, coding, AI, and 3D printing into their teaching (MDPI, 2023). Similarly, existing curricula in ECEC do not provide adequate frameworks to balance the introduction of hard skills (e.g., technology use) with soft skills (e.g., creativity, collaboration). This results in inconsistent implementation of STEAM education and limited opportunities for children to develop foundational skills essential for the 21st century (Taylor & Francis, 2023).

Current educational systems in the European Union are increasingly recognizing the importance of digital and STEAM competencies in early education. Erasmus+ KA2 Strategic Partnerships for School Education emphasize digital transformation, professional development for educators, and the creation of inclusive, innovative teaching practices (Erasmus+ Programme Guide, 2024).

However, in practice: Many early childhood educators lack access to professional development opportunities that focus on integrating technology and STEAM in age-appropriate ways. Without structured support, educators are hesitant to explore these areas, leaving children underexposed to vital skills (MDPI, 2023). Disparities in access to digital tools and STEAM materials, particularly in rural or underfunded regions, create inequities in learning experiences for young children (SAM Labs, 2024). There is a lack of established models to integrate digital and STEAM education into ECEC curricula, leaving teachers to navigate these areas without clear guidance. This leads to fragmented efforts and inconsistent outcomes (Academia.edu, 2023). Children from disadvantaged backgrounds face barriers in accessing early STEAM education, further widening the educational divide and limiting equitable opportunities (Frontiers in Education, 2022). Low awareness of the benefits of early STEAM education among parents and communities hinders collaboration, which is crucial for sustaining such initiatives (Taylor & Francis, 2023).

Target Group:

Primary Audience:
ECEC Teachers and Educators: Professionals working with children aged 4–8, who are responsible for fostering foundational skills in young learners but often lack the tools, training, and confidence to integrate digital media and STEAM education (MDPI, 2023).

School Administrators and Policy Makers: Stakeholders involved in shaping curricula, allocating resources, and supporting teacher development in early education.

Secondary Audience:

Children Aged 4–8: The primary beneficiaries, whose learning experiences are directly influenced by the integration of digital media and STEAM activities into their educational environments.

Parents and Communities: Key players in supporting and sustaining innovative educational practices, ensuring continuity between school and home learning environments (Frontiers in Education, 2022)