As digital tools increasingly permeate educational settings, their integration into early childhood education presents both challenges and opportunities. Play-based learning, fundamental during early childhood, harnesses children's natural curiosity to create meaningful learning experiences. This study aims to deepen the understanding of how early childhood educators navigate the integration of digital tools within play-based learning environments, emphasizing the delicate balance needed to maintain the core principles of play-based learning. Specifically, the research will explore educators' perceptions, practices, and the various factors influencing their decision-making processes, such as professional training, available resources, and institutional policies.

Grounded in sociocultural and constructivist theories, this qualitative case study will be conducted with reception teachers in South Yorkshire, England. The study will utilize a multi-method approach, including in-depth interviews, classroom observations, and content analysis of teaching materials. This methodology allows for a nuanced exploration of the educators' strategies and the contextual factors that shape their practices. The research will also examine the outcomes of digital tool integration on children's learning and development, providing a comprehensive analysis of the advantages and potential drawbacks.

The findings are expected to offer valuable insights into the complexities of incorporating digital technology into play-based pedagogy. By understanding the conditions under which digital tools enhance or hinder early learning experiences, the study aims to propose evidence-based recommendations for optimizing play-based educational environments through the thoughtful and effective integration of digital tools.

Keywords: Digital practices, early years education, play-based learning, teachers’ perspectives.