Análisis de las tecnologías tangibles para la educación infantil y principales estrategias pedagógicas



Palabras clave:

tecnologías tangibles, educación infantil, métodos, estrategias pedagógicas


Este estudio revisa la literatura científica sobre el uso de tecnologías tangibles en la educación infantil, a fin de: a) identificar qué tecnologías tangibles se han utilizado; b) reconocer los objetivos educativos de la utilización de estas tecnologías y c) presentar una síntesis de la evidencia empírica disponible sobre su efectividad educativa. La búsqueda sistemática fue realizada en la base de datos “Web of Science (WoS)” y se analizaron utilizando la herramienta de software científico “Science Mapping Analysis”. Luego, se incluyeron 29 documentos relevantes de los últimos cinco años en el estudio de revisión. Para cada artículo, se analizó el propósito del estudio, el tipo de tecnología tangible utilizada, el método de investigación aplicado, las características de la muestra y los principales resultados obtenidos. Los artículos revisados sugieren que la principal tecnología tangible utilizada en la educación infantil es la tableta digital y la alfabetización (básica y emergente) es el área más estudiada, y con resultados prometedores.


Los datos de descargas todavía no están disponibles.


Alhinty, M. (2015). English-Language Learning at their Fingertips: How Can Teachers Use Tablets to Teach EFL Children?. International Journal of Mobile and Blended Learning (IJMBL), 7(2), 45-63.

Antle, A. N. (2007). The CTI framework: informing the design of tangible systems for children. Proceedings of the 1st international conference on Tangible and embedded interaction. ACM.

Antle, A. N. & Alyssa F. (2013). Getting down to details: Using theories of cognition and learning to inform tangible user interface design." Interacting with Computers 25.1: 1-20.

Arnott, L., Deirdre G. & Pauline D. (2016). Lessons from using iPads to understand young children’s creativity. Contemporary Issues in Early Childhood 17, no. 2: 157-173.

Bers, M.U., Flannery L., Kazakoff E. & Sullivan A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education 72:5-157.

Blackwell, C. K., Lauricella A. & Wartella E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education 98: 57-69.

Blum-Ross, A., Donoso, V., Dinh, T., Mascheroni, G., O’Neill, B., & Riesmeyer, C. (2018). Looking forward: Technological and social change in the lives of European children and young people.

de la Guía, E., López-Camacho V., Orozco-Barbosa L., Brea-Luján V., Ruiz-Penichet, V. & Lozano-Pérez M. (2016). Introducing IoT and Wearable Technologies into Task-Based Language Learning for Young Children. In TLT, vol. 9, no. 4, pp. 366-378.

Dunn, J., Gray C., Moffett P. & Mitchell D. (2018). It’s more funner than doing work: children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care 188, no. 6: 819-831.

Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, l. & Skouteris H. (2018). Young children's everyday concepts of the internet: A platform for cyber‐safety education in the early years. British Journal of Educational Technology 49, no. 1: 45-55.

Elkin, M., Sullivan A. & Umaschi Bers, M. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools 33, no. 3: 169-186.

Fleer, M. (2014). "The demands and motives afforded through digital play in early childhood activity settings." Learning, Culture and Social Interaction 3, no. 3: 202-209.

Granic, I., Lobel A. & Engels R. (2014). The benefits of playing video games. American psychologist 69, no. 1: 66.

Ogelman, G., Güngör H., Körükçü O. & Sarkaya H. (2018). Examination of the relationship between technology use of 5–6 year-old children and their social skills and social status. Early Child Development and Care 188, no. 2: 168-182.

ISFE (2012). Retrieved from:

Ishii, & Brygg U. (1997). Tangible bits: towards seamless interfaces between people, bits and atoms. Proceedings of the ACM SIGCHI Conference on Human factors in computing systems. ACM.

Kanaki, K. & Kalogiannakis M. (2018). Introducing fundamental object-oriented programming concepts in preschool education within the context of physical science courses. Education and Information Technologies: 1-26.

Kervin, L. K. (2016). Powerful and playful literacy learning with digital technologies: 64.

Kucirkova, N. (2017): iRPD—A framework for guiding design‐based research for i P ad apps. British Journal of Educational Technology 48, no. 2: 598-610.

Lu, Y., Ottenbreit-Leftwich, A., Ding, A. & Glazewski K. (2017). Experienced iPad-Using Early Childhood Teachers: Practices in the One-to-One iPad Classroom. Computers in the Schools 34, no. 1-2: 9-23.

Markova, M.S., Wilson, A. & Stumpf S. (2012). Tangible user interfaces for learning. International Journal of Technology Enhanced Learning 4.3-4: 139-155.

Marsh, J. A. (2017). The internet of toys: A posthuman and multimodal analysis of connected play. Teachers College record (1970) 119, no. 15.

Marshall, P. (2007). Do tangible interfaces enhance learning?. In Proceedings of the 1st international conference on Tangible and embedded interaction. ACM.

Martínez, Mª. A., Cobo, M., Herrera, M. & Herrera-Viedma, E. (2015). Analyzing the scientific evolution of social work using science mapping. Research on Social Work Practice 25, no. 2: 257-277.

Mertala, P. (2016). Fun and games-Finnish children’s ideas for the use of digital media in preschool. Nordic Journal of Digital Literacy 11, no. 04: 207-226.

Miller, E. B. & Warschauer, M. (2014). Young children and e-reading: research to date and questions for the future." Learning, Media and Technology 39, no. 3: 283-305.

Montessori, M. (1917). The Advanced Montessori Method. Vol. 1. Frederick A. Stokes Company.

Moore, H. & Adair J. (2015). I’m just playing iPad: Comparing prekindergarteners’ and preservice teachers’ social interactions while using tablets for learning." Journal of Early Childhood Teacher Education 36, no. 4: 362-378.

Nácher-Soler, V. E., García Sanjuan, F., & Jaén Martínez, F. J. (2015). Game technologies for kindergarten instruction: Experiences and future challenges. CEUR Workshop Proceedings.

Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education 58, no. 2: 109-122.

Neumann, M. (2017). Parent scaffolding of young children’s use of touch screen tablets. Early Child Development and Care: 1-11.

Neumann, M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly 42: 239-246.

Neumann, M. (2016). Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers & Education 97: 61-68.

Neumann, M. & Neumann, D. (2017). The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy 17, no. 2: 203-220.

Neumann, M., Finger, G. & Neumann D. (2017). A conceptual framework for emergent digital literacy. Early Childhood Education Journal 45, no. 4: 471-479.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, Inc.

Patchan, M. & Puranik, C. (2016). Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback. Computers & Education 102: 128-137.

Price, S., Jewitt, C. & Crescenzi, L. (2015). The role of iPads in pre-school children's mark making development. Computers & Education 87: 131-141.

Read, J. & Bekker, M. (2011). The nature of child computer interaction. In Proceedings of the 25th BCS conference on human-computer interaction, pp. 163-170. British Computer Society.

Reeves, J., Gunter, G. & Lacey C. (2017). Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice. Educational Technology & Society 20, no. 1: 37-44.

Schacter, J., Shih,J., Allen, C., DeVaul, L., Adkins, A., Ito, T. & Jo, B. (2016). Math shelf: A randomized trial of a prekindergarten tablet number sense curriculum. Early Education and Development 27, no. 1: 74-88.

Slutsky, R. & DeShetler, L. (2017). How technology is transforming the ways in which children play. Early Child Development and Care 187, no. 7: 1138-1146.

Sullivan, A. & Umashi Bers, M. (2016). Girls, boys, and bots: Gender differences in young children’s performance on robotics and programming tasks. Journal of Information Technology Education: Innovations in Practice 15: 145-165.

Tsafnat, G., Glasziou, P., Choong, M., Dunn, A., Galgani, F. & Coiera, E. (2014). Systematic review automation technologies. Systematic reviews 3, no. 1: 74.

Turkle, S. (2017). Alone together: Why we expect more from technology and less from each other. Hachette UK.

Zuckerman, O., Arida, S. & Resnick, M. (2005). Extending tangible interfaces for education: digital Montessori-inspired manipulatives. In Proceedings of the SIGCHI conference on Human factors in computing systems, pp. 859-868. ACM.




Cómo citar

González González, C. S. (2021). Análisis de las tecnologías tangibles para la educación infantil y principales estrategias pedagógicas. Edutec, Revista Electrónica De Tecnología Educativa, (76), 36–52.



Número especial: Tecnologías para la enseñanza en Educación Infantil