FROM INTERACTIVE PLATFORMS TO DIGITAL NOTEBOOKS - TYPOLOGIES, PEDAGOGICAL IMPLICATIONS, AND SOCIO CULTURAL GAPS IN EARLY CHILDHOOD EDUCATION

Abstract

This article examines the diversity of digital resources used in early childhood education and their pedagogical implications within the context of Generation Alpha. The analysis explores various typologies of digital tools–including interactive learning platforms, educational applications, and multimedia tools–focusing on how these technologies support play-based, personalized, and collaborative learning. Special attention is dedicated to the digital notebook as an innovation that transforms documentation, observation, and assessment practices in kindergarten settings. The article also addresses significant socio-cultural disparities in access to digital resources in Israel, where differences between Jewish and Arab families, between central and peripheral regions, and between secular and ultra-Orthodox communities result in the emergence of multiple „Alpha generations” with distinct needs. The analysis highlights the necessity of pedagogical approaches and digital strategies tailored to diverse social, economic, and cultural contexts to ensure equity and effectiveness in the integration of digital tools in early childhood education.