This book examines innovative recent developments in curricula and pedagogical discourses around early childhood professionals’ digital competence development via professional development avenues. By expanding the notion of digital technologies integration teaching perspectives and educators’ practices in early childhood education, the authors not only conceptualise a professional development model, but also apply the model to bring together research across cultural contexts.

Presenting findings from four cases, it offers research-informed tangible examples of teacher-centric professional development - one that inspires early childhood professionals, teacher educators and preservice teachers to use a variety of multimodal technologies within their repertoire of play-based practices (e.g., STEM-focused play for and with young children, teaching computational thinking).

Case studies in this book are evidence of how practitioners can come together to build communities of practice to support their digital competence development as critical pedagogues and integrate a variety of evolving technology-based play (e.g., AI platforms), while engaging in paradigmatic debates. Readers will better appreciate the growth in pragmatic applications of technologies together with theoretical perspectives and methodological approaches.

This will be a valuable resource for any academic or practitioner, whether beginning or expert, in understanding how digital competence development occurs through cultural learnings, is inclusive, not discipline- based, is holistic. In reframing early childhood professionals’ digital competence development as a naturalistic process, it will inspire educators to integrate a range of digital and multimodal technologies in their everyday practices.