WEAVING ROUTINES WITH MEANING

towards a pedagogy of connection in times of digital culture in childhood

Abstract

This article examines the challenges faced by Early Childhood Education within a connected society marked by Digital Information and Communication Technologies (DICT), which have transformed the ways we interact, produce knowledge, and learn. The problem guiding this study is to understand how pedagogical routines can integrate the use of DICT in an ethical and sensitive manner, aligned with the development of children aged 4 and 5, who are already immersed in digital culture from an early age. The objective is to analyze the role of routines in the school context and to investigate how the Pedagogy of Connection can contribute to practices that articulate technology, playfulness, and children’s rights, from the perspective of the Sociology of Childhood. Methodologically, this is a theoretical, qualitative, and exploratory study based on an analytical literature review in indexed databases, selected through keywords such as Digital Technologies, Routines, Early Childhood Education, and Childhood. The study is grounded in authors such as Sarmento (1997), Barbosa (2006), Kenski (2012), and Lévy (1999), who view children as active social subjects and producers of culture. The results indicate that the use of DICT should not replace play, but rather enhance it through bodily expression, investigation, and interaction. The study concludes that the Pedagogy of Connection offers meaningful paths for integrating technologies in a critical and humanizing way, strengthening autonomy, attentive listening, and digital equity, while also pointing to implications for teacher education and public policy in Early Childhood Education.