Georgia Tasiouli

Summary

The technological developments that have occurred in the last thirty years have led to significant changes in the communication practices for young children. Today's children grow up and are educated in a world radically different compared to previous generations, as far as family environment, school and places where they activate are concerned, where technologies and digital media dominate to a large extent.    These developments have significant effects on the Kindergarten and therefore the New Kindergarten Curriculum (IEP, 2022) could not ignore this new reality. The focus shifts from the subject, the teacher and the teaching process to the students and the expected learning outcomes that have to be developed. The approach to learning is practiced in a holistic way by offering a variety of stimuli that are meaningful to children, so that they can create connections with contemporary everyday life, the local and the wider community. Based on all the above, the proposed thesis will move on three axes.     According to the first axis, a conceptual clarification of the term ¨Digital Literacy¨ in Early Childhood will be attempted, along with a review of relevant research and a connection to the position it holds in the New Curriculum for Kindergarten (IEP, 2022). The aim is, through the use of digital tools and technologies, to make children digitally literate, so that they can act effectively in the new needs of everyday life.     Secondly, an integrated methodology for the development and evaluation of Standard Lesson Plans will be proposed using new technologies and digital tools on subjects related to the Love of Reading and possibly other thematic areas, school subjects of the New Curriculum. The resulting outcomes will illuminate new aspects in the educational process and will be an "example" of feedback for our country.     The third axis has a strong research aspect and is directed towards the research for the utilization of the technology of Learning Bots. The aim is to investigate this new pedagogical model in relation to its perspectives, dynamics and usefulness in Early Childhood Education. The research will be completed with the dissemination of all the good practices and innovative elements that emerge to the wider academic/educational community.