Interrelationship between TPACK and ECCE (Technological Pedagogical Content Knowledge and Early Childhood Care and Education): Evidence from a Systematic Literature Review

सार

Early childhood care and education (ECCE) has increasingly embraced technological advancements, necessitating a deeper understanding of how Technological Pedagogical Content Knowledge (TPACK) frameworks support teaching practices in this domain. This systematic literature review explores the relationship, conceptual intersections, and practical applications of ECCE and TPACK, addressing gaps in how technology integration is theorized and implemented for young learners. We examine three key dimensions: TPACK's role in early childhood teacher development, the challenges and strategies of technology integration in ECCE settings, and the connections between TPACK and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. A rigorous methodology was employed to identify, analyze, and synthesize relevant studies, ensuring a comprehensive overview of current research trends and theoretical foundations. The findings reveal that while TPACK provides a valuable framework for structuring technology-enhanced pedagogy in ECCE, its application often faces barriers such as limited teacher training and contextual mismatches. Conversely, successful cases highlight the potential of TPACK to foster innovative, developmentally appropriate learning experiences when aligned with early childhood principles. The review also identifies emerging themes, including the growing emphasis on STEAM-oriented approaches and the need for culturally responsive adaptations of TPACK models. By consolidating these insights, this paper contributes to a more nuanced understanding of how TPACK can be effectively leveraged in ECCE, while also pointing to future research directions for bridging theory and practice.

Keywords: ECCE, TPACK, STEAM