Exploring the Development of Kindergarten Educational Products in China's Emerging Technological Context: A Philosophy of Technology Perspective
Keywords:
Emerging Technologies; educational products; digital education; kindergarten curriculum; philosophy of technologyAbstract
This research analyses how emerging technologies merge with kindergarten educational product development via philosophical technological frameworks. The digital transformation speed of early childhood education in China produces key questions regarding how technological systems affect educational values and agency behaviour. Additional funding for educational technologies fails to bridge the ethical-epistemological conflicts which arise from technological product development approaches when compared to child developmental needs in terms of cognition. The study uses 2 Educational Technology (EdTech) implementation case studies in kindergarten schools to examine policy discourse through critical analysis and observe the technological interactions of 50 children adopting mixed research methods. The study discovered that the majority of examined digital products contained sophisticated technical capabilities but failed to fulfil developmental principles applicable to early childhood growth. The proposed research design framework redefines EdTech from self-contained devices to connection tools through which educators bring together technology and teaching. It implements four foundational principles which include physical alignment with users, clear conduct standards and cultural adaptation and developmental matching capabilities. This research unites philosophical theories of technology development with real-world applications in EdTech to build a fundamental moral foundation which creates technology systems that strengthen rather than restrict child self-determination powers and guide policy decisions regarding technological humanist approaches to early childhood education.
https://doi.org/10.26803/ijlter.24.6.29
References
Abderrahim, L., & Plana, M. G.-C. (2021). A Theoretical Journey from Social Constructivism to Digital Storytelling. The Eurocall Review. https://doi.org/10.4995/eurocall.2021.12853
Abrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., & De Fruyt, F. (2019). Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts. Psychological Assessment, 31(4), 460. https://doi.org/10.1037/pas0000591
Ahmad, N. A., Abd Rauf, M. F., Mohd Zaid, N. N., Zainal, A., Tengku Shahdan, T. S., & Abdul Razak, F. H. (2022). Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review. SN Computer Science, 3(2), 130. https://doi.org/10.1007/s42979-022-01016-0
Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, N. C. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review. International Journal of Management & Entrepreneurship Research, 6(5), 1395–1422. https://doi.org/10.51594/ijmer.v6i5.1091
Alam, A. (2022). Educational robotics and computer programming in early childhood education: A conceptual framework for assessing elementary school students’ computational thinking for designing powerful educational scenarios. 2022 International Conference on Smart Technologies and Systems for Next Generation Computing (ICSTSN), 1–7. https://doi.org/10.1109/ICSTSN53084.2022.9761354
Ali, M. Q., & Saleh, S. (2022). Childrens’ Socio-religious and Personal Development Through the Lens of Teacher at Early Childhood Education in Pakistan. Southeast Asia Early Childhood Journal. https://doi.org/10.1080/09669760.2014.944886
An, T., & Oliver, M. (2021). What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology. Learning, Media and Technology, 46(1), 6–19. https://doi.org/10.1080/17439884.2020.1810066
Antonopoulou, H., Halkiopoulos, C., Gkintoni, E., & Katsimpelis, A. (2022). Application of gamification tools for identification of neurocognitive and social function in distance learning education. International Journal of Learning, Teaching and Educational Research, 21(5), 367–400. https://doi.org/10.26803/ijlter.21.5.19
Atkinson, R. D., & Atkinson, R. D. (2024). China is rapidly becoming a leading innovator in advanced industries. Information Technology and Innovation Foundation: Washington, DC, USA.
Bhagat, K. K., Yang, F.-Y., Cheng, C.-H., Zhang, Y., & Liou, W.-K. (2021). Tracking the process and motivation of math learning with augmented reality. Educational Technology Research and Development, 69(6), 3153–3178. https://doi.org/10.1007/s11423-021-10066-9
Chen, S.-J., Chen, C.-Q., & Shan, X.-F. (2024). The effects of an immersive virtual-reality-based 3D modeling approach on the creativity and problem-solving tendency of elementary school students. Sustainability, 16(10), 4092. https://doi.org/10.3390/su16104092
Cheng, Y. C. (2019). Paradigm shift in education: Towards the third wave of effectiveness. Routledge.
Demir, K. A. (2021). Smart education framework. Smart Learning Environments, 8(1), 29. https://doi.org/10.1186/s40561-021-00170-x
Deping, Z., & Burhanudeen, H. B. (2023). Enlightenment for developing chinese teachers’ digital literacy: Comparing and analyzing international frameworks and chinese framework. Proceedings of EEIC, 3, 110–130. https://jurnal.usk.ac.id/EEIC/article/view/36539
Depraz, N. (2021). The lived experience of being fragile: On becoming more “living” during the pandemic. Constructivist Foundations, 16(3), 245–253. https://constructivist.info/16/3/245.depraz
Devi, K. S. (2019). Constructivist approach to learning based on the concepts of Jean Piaget and Lev Vygotsky An analytical Overview. Journal of Indian Education, 44(4), 5–19. http://45.127.197.188:8090/index.php/jie/article/view/2553
Doig, S. G. A., Ramírez, J. N. G., Ugaz, O. C., Hernández, R. M., Ortíz, J. B. F., Flores, L., & Larrea, Y. M. B. (2022). Educational Scenarios Using Technology: Challenges and Proposals During the Pandemic. J. WIREL. MOB. NETWORKS UBIQUITOUS COMPUT. DEPENDABLE APPL. https://doi.org/ 10.58346/JOWUA.2022.I4.012
Duran, M. (2022). Learning Technologies and Educational Administration. In M. Duran, Learning Technologies (pp. 185–214). Springer International Publishing. https://doi.org/10.1007/978-3-031-18111-5_10
Fadeev, A. (2019). Vygotsky’s theory of mediation in digital learning environment: Actuality and practice. Punctum, 5(1), 24–44. https://doi.org/10.18680/hss.2019.0004
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Fielding, K., & Murcia, K. (2022). Research linking digital technologies to young children’s creativity: An interpretive framework and systematic review. Issues in Educational Research, 32(1), 105–125. https://search.informit.org/doi/abs/10.3316/informit.475656822715647
Fleer, M. (2020). The cultural construction of child development: Creating institutional and cultural intersubjectivity. In The Routledge reader in early childhood education (pp. 37–52). Routledge.
Fu, M. (2025). From Play to Progress: The Cognitive Benefits of Innovative Toy Design in Early Childhood Education. Journal of Research in Social Science and Humanities, 4(1), 1–9. https://doi.org/10.56397/JRSSH.2025.01.01
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging technologies on distance education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550
Ghory, S., & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168–173. https://doi.org/10.53894/ijirss.v4i3.73
Gl?veanu, V. P. (2020). A Sociocultural Theory of Creativity: Bridging the Social, the Material, and the Psychological. Review of General Psychology, 24(4), 335–354. https://doi.org/10.1177/1089268020961763
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
Ismail, I. (2024). Exploring Modern Educational Theories: A Literature Review of Student Learning in The Digital Age. International Journal Multidisciplinary Science, 3(3), 83–94. https://doi.org/10.56127/ijml.v3i3.1646
Jatmikowati, T. E., Rachman, A. U., & Adwitiya, A. B. (2020). Technology Acceptance Model in using E-learning on Early Childhood Teacher Education Program’s student during pandemic.
Jin, S., Huang, J., & Zhong, Z. (2024). Application of Immersive Technologies in Primary and Secondary Education. Frontiers of Digital Education, 1(2), 142–152. https://doi.org/10.1007/s44366-024-0001-3
Jing, Z., & Zhongbo, W. (2024). Direction, Key Factors, and Pathways of Digitization Transformation in Chinese Teacher Education. African and Asian Studies, 23(1–2), 183–205. https://doi.org/10.1163/15692108-02301-02000
Jurgina, L. Q., Aquini, L. G., de Aguiar, M. S., da Rosa, L. S., Lopes, J. P., Mackedanz, T. D., Klein, A. I., Primo, T. T., & Iankowski, R. S. (2024). Neuroplasticity-based literacy rescue: A multisensory and tangible learning methodology for children at risk. 2024 IEEE Global Engineering Education Conference (EDUCON), 1–10. https://doi.org/10.1109/EDUCON60312.2024.10578819
Kaimara, P., Oikonomou, A., & Deliyannis, I. (2022). Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns. Virtual Reality, 26(2), 697–735.
https://doi.org/10.1007/s10055-021-00563-w
Karantalis, N., & Koukopoulos, D. (2022). Utilizing digital storytelling as a tool for teaching literature through constructivist learning theory. SN Social Sciences, 2(7), 109. https://doi.org/10.1007/s43545-022-00412-w
Kaur, K., Kalid, K. S., & Sugathan, S. (2021). Exploring children user experience in designing educational mobile application. 2021 International Conference on Computer & Information Sciences (ICCOINS), 163–168. https://doi.org/ 10.1109/ICCOINS49721.2021.9497234
King, I., & Lee, W.-I. (2023). A Decade of MOOCs and Beyond: Platforms, Policies, Pedagogy, Technology, and Ecosystems with an Emphasis on Greater China. Springer International Publishing. https://doi.org/10.1007/978-3-031-15241-2
Kunacheva, N., Niyomves, B., & Kenaphoom, S. (2024). Innovative Strategies and Future Trends: The Next Paradigm of Education Management. In Modern Management Science Practices in the Age of AI (pp. 181–210). IGI Global. https://doi.org/10.4018/979-8-3693-6720-9.ch007
Lamrani, R., & Abdelwahed, E. H. (2020). Game-based learning and gamification to improve skills in early years education. Computer Science and Information Systems, 17(1), 339–356. https://doi.org/10.2298/CSIS190511043L
Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327–342. https://doi.org/10.1017/S0261444820000348
Lave, J. (2021). The culture of acquisition and the practice of understanding 1. In Situated cognition (pp. 17–35). Routledge. https://doi.org/10.1017/CBO9781139173728.010
Li, Y., Sangsawang, T., & Vipahasna, K. (2023). Utilizing the Delphi Technique to Develop a Self-Regulated Learning Model. Journal of Applied Data Sciences, 4(3), 254–263. https://doi.org/10.47738/jads.v4i3.124
Liat, E., & Hayak, M. (2024). The integration of digital games into teaching and learning—A unique constructivist framework. British Journal of Educational Technology, bjet.13555. https://doi.org/10.1111/bjet.13555
Lin, Y., Hsu, Y.-C., & Wu, X. (2024). From Theory to Practice: Role-Playing and Knowledge Building in Digital Learning Environments. Journal of the Knowledge Economy. https://doi.org/10.1007/s13132-024-02156-9
López, L. S., & Cabello, V. M. (2022). Starting at Home: What Does the Literature Indicate About Parental Involvement in Early Childhood STEM Education? Education Sciences. https://doi.org/10.3390/educsci12030218
Lu, X. (2024). Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms. Communications in Humanities Research, 63, 175–180. https://doi.org/10.54254/2753-7064/2024.18107
Luo, W.-H., Berson, I., Berson, M., & Park, S. (2022). An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China. Early Education and Development. https://doi.org/10.1080/10409289.2022.2079887
Malmi, L., Sheard, J., Kinnunen, P., Simon, & Sinclair, J. (2023). Development and Use of Domain-specific Learning Theories, Models, and Instruments in Computing Education. ACM Transactions on Computing Education, 23(1), 1–48. https://doi.org/10.1145/3530221
Marshall, R., Pardo, A., Smith, D., & Watson, T. (2022). Implementing next generation privacy and ethics research in education technology. British Journal of Educational Technology, 53(4), 737–755. https://doi.org/10.1111/bjet.13224
Matthews, A. (2021). Review of Andrew Feenberg (2017). Technosystem: The social life of reason. Postdigital Science and Education, 3(2), 592–600. https://doi.org/10.1007/s42438-020-00196-3
Mertel, K. C. (2020). Heidegger, technology and education. Journal of Philosophy of Education, 54(2), 467–486. https://doi.org/10.1111/1467-9752.12419
Mih?il?-Popa, V. (2023). Early Childhood Development: The Influence of Digital Technology on Psychological Processes and Mechanisms. Journal of Digital Pedagogy, 2(1), 25–37. https://doi.org/10.61071/JDP.2377
Moore, S. L., & Tillberg-Webb, H. K. (2023). Ethics and educational technology: Reflection, interrogation, and design as a framework for practice (pp 33-36). Routledge. https://doi.org/10.4324/9780203075241
Naida, R., Berezovska, L., Bulgakova, O., Kravets, N., & Savchenkova, M. (2024). INTEGRATING INNOVATIVE PEDAGOGICAL TECHNOLOGIES INTO EARLY CHILDHOOD EDUCATION TRAINING PROGRAMS: A COMPARATIVE ANALYSIS. Conhecimento & Diversidade, 16(41), 568–595.
Ondog, J., & Kilag, O. K. (2023). A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget’s Cognitive Development Theory. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(4), 308–320.
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019a). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://repositorio.minedu.gob.pe/handle/20.500.12799/6533
Pellas, N., Mystakidis, S., & Kazanidis, I. (2021). Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. Virtual Reality, 25(3), 835–861. https://doi.org/10.1007/s10055-020-00489-9
Peng, Q., Liu, L., Zhang, L., & Yue, Y. (2022). Adaptation and Validation of A Scale for Measuring The Curriculum-Based Professional Learning Community in Early Childhood Education in China. Front Psychol. https://doi.org/10.3389/fpsyg.2022.909842
Peters, T. (2019). AI and IA: Utopia or Extinction? https://www.torrossa.com/it/resources/an/5263339
Pursnani, V., Gavade, S. S., Chougale, V., Gaikwad, P., & Kulkarni, T. (2024). Evaluation of the correlation between the pre-operational stage of Piaget’s theory and the Tell-Show-Do Technique. Library of Progress-Library Science, Information Technology & Computer, 44(3). https://doi.org/10.48165/bapas.2024.44.2.1
Quah, C. Y., & Ng, K. H. (2022). A Systematic Literature Review on Digital Storytelling Authoring Tool in Education: January 2010 to January 2020. International Journal of Human–Computer Interaction, 38(9), 851–867. https://doi.org/10.1080/10447318.2021.1972608
Rahmatirad, M. (2020). A review of socio-cultural theory. Siasat, 5(3), 23–31. https://siasatjournal.id/index.php/siasat/article/view/66
read, P. N. 9 min. (2024, October 16). China Preschool and Childcare Market to Grow by USD 9.47 Billion (2024-2028) as Established International Players Gain Pricing Leverage, with AI Impacting Market Trends- Technavio. Yahoo Finance. https://finance.yahoo.com/news/china-preschool-childcare-market-grow-232500908.html
Richey, R. C., & Klein, J. D. (2014). Design and Development Research. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 141–150). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_12
Rodney, B. D. (2020). Understanding the paradigm shift in education in the twenty-first century: The role of technology and the Internet of Things. Worldwide Hospitality and Tourism Themes, 12(1), 35–47. https://doi.org/10.1108/WHATT-10-2019-0068
Saikia, H., Bhattacharyya, N., & Baruah, M. (2023). Review of educational toy design elements and their importance in child development from a cognitive perspective. The Pharma Innovation Journal, 12(5), 1030–1033. https://www.academia.edu/download/102104130/12_4_156_877.pdf
Scatiggio, V. (2020). Tackling the issue of bias in artificial intelligence to design ai-driven fair and inclusive service systems. How human biases are breaching into ai algorithms, with severe impacts on individuals and societies, and what designers can do to face this phenomenon and change for the better. [Master’s thesis, Politecnico di Milano]. Politesi. https://www.politesi.polimi.it/handle/10589/186118
Sciences, N. A. of, Medicine, Children, B. on, Youth, Mental, C. on F. H., Children, B. D. A., & Youth. (2019). Fostering healthy mental, emotional, and behavioral development in children and youth: A national agenda.
Selwyn, N. (2021). Education and technology: Key issues and debates. Bloomsbury Publishing.
Southgate, E., Smith, S. P., Cividino, C., Saxby, S., Kilham, J., Eather, G., Scevak, J., Summerville, D., Buchanan, R., & Bergin, C. (2019). Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice. International Journal of Child-Computer Interaction, 19, 19–29.
Stephanidis, C., Salvendy, G., Antona, M., Chen, J. Y. C., Dong, J., Duffy, V. G., Fang, X., Fidopiastis, C., Fragomeni, G., Fu, L. P., Guo, Y., Harris, D., Ioannou, A., Jeong, K. (Kate), Konomi, S., Krömker, H., Kurosu, M., Lewis, J. R., Marcus, A., … Zhou, J. (2019). Seven HCI Grand Challenges. International Journal of Human–Computer Interaction, 35(14), 1229–1269. https://doi.org/10.1080/10447318.2019.1619259
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2024). AI ?driven adaptive learning for sustainable educational transformation. Sustainable Development, sd.3221. https://doi.org/10.1002/sd.3221
Sulistiawati, S. (2024). The Relevance of John Dewey’s Philosophy of Education in Early Childhood Development in the Digital Age. Journal of Childhood Development, 4(2), 522–531. https://doi.org/10.25217/jcd.v4i2.3902
Supriya, Y., Bhulakshmi, D., Bhattacharya, S., Gadekallu, T. R., Vyas, P., Kaluri, R., Sumathy, S., Koppu, S., Brown, D. J., & Mahmud, M. (2024). Industry 5.0 in smart education: Concepts, applications, challenges, opportunities, and future directions. IEEE Access. https://doi.org/10.1109/ACCESS.2024.3401473
Swem, H. S. (2019). The effect of math-e-motion on children’s mental rotation abilities and spatial perspective taking abilities [PhD Thesis, UNIVERSITY OF REDLANDS].
Tan, S. C., Chan, C., Bielaczyc, K., Ma, L., Scardamalia, M., & Bereiter, C. (2021). Knowledge building: Aligning education with needs for knowledge creation in the digital age. Educational Technology Research and Development, 69(4), 2243–2266. https://doi.org/10.1007/s11423-020-09914-x
Tay, J., Goh, Y. M., Safiena, S., & Bound, H. (2022). Designing digital game-based learning for professional upskilling: A systematic literature review. Computers & Education, 184, 104518. https://doi.org/10.1016/j.compedu.2022.104518
The Rise of China’s $133 Billion EdTech Market: A Learning Powerhouse in the Making | Comms8. (2024, July 3). Comms8 - Cross-Border Marketing Agency.
Ugur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals’ Perspective. International Journal of Educational Leadership and Management, 7(1), 42–71. http://dx.doi.org/10.17583/ijelm.2019.3758
Vagele-Kricina, A. (2021). E-constructivism: A ready response to the challenges of e-learning. In Practical perspectives on educational theory and game development (pp. 130–147). IGI Global. https:// doi.org/10.4018/978-1-7998-5021-2.ch006
Valtonen, T., López-Pernas, S., Saqr, M., Vartiainen, H., Sointu, E. T., & Tedre, M. (2022). The nature and building blocks of educational technology research. Computers in Human Behavior, 128, 107123. https://doi.org/10.1016/j.chb.2021.107123
Van Mazijk, C. (2019). Heidegger and Husserl on the Technological-Scientific Worldview. Human Studies, 42(4), 519–541. https://doi.org/10.1007/s10746-019-09526-2
Waite-Stupiansky, S. (2022). Jean Piaget’s constructivist theory of learning. In Theories of early childhood education (pp. 3–18). Routledge.
Wang, Y., Wang, L., & Siau, K. L. (2025). Human-Centered Interaction in Virtual Worlds: A New Era of Generative Artificial Intelligence and Metaverse. International Journal of Human–Computer Interaction, 41(2), 1459–1501.
Xu, J. (2021). Literature Review of Current Research in China’s Early Childhood Education Based on Artificial Intelligence and Information Technology. ICISCAE 2021: 2021 4th International Conference on Information Systems and Computer Aided Education. https://doi.org/10.1145/3482632.3482994
Zhao, Q. (2021). Research on The Influence of Computer Information Technology on Rural Preschool Education. Journal of Physics: Conference Series, Volume 1915, The Information System. http://doi.org/10.1088/1742-6596/1915/3/032066
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zhang Yufan, Nurul Nadwa Zulkifli, Ahmad Fauzi Mohd Ayub, Nur Raihan Che Nawi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
