The integration of technology in early childhood education has transformed traditional literacy practices, shifting from print-based reading and writing to multimodal forms of meaning-making. Contemporary literacy now encompasses reading, writing, speaking, listening, viewing, and digital text creation (Cope & Kalantzis, 2023). Digital platforms incorporate visual, auditory, and interactive components that reshape early literacy experiences, fundamentally altering the communicational landscape (Stein & Newfield, 2023). Drawing on the theoretical perspectives of Cope and Kalantzis (2023) and the New London Group, this paper examines how digital tools-such as images, fonts, and sound-contribute to young children’s literacy development in early childhood education settings. As technology redefines engagement with text, multimodal representations foster cognitive, linguistic, and creative growth (Irmak, Koçak, Sesigür, & Haydari, 2024). This study explores the role of early childhood educators in integrating digital literacy and the pedagogical shifts required for effective implementation. Using a qualitative approach, semi-structured interviews and classroom observations were conducted with two early childhood educators teaching children aged 4–5 years. Each participant was interviewed for at least forty minutes before and after classroom observations, with audio recordings capturing detailed insights. Data was analyzed using Discourse Analysis to explore educators’ experiences and challenges in adopting technology-driven literacy practices. While digital literacy enhances early learning, challenges such as equitable access to resources and teacher training persist (Smith & Jones, 2024). This paper contributes to discussions on literacy transformation in early education, advocating for innovative pedagogical strategies that align with the evolving nature of communication in the 21st century.

Keywords: Early Childhood Education, Technology Integration, Multimodal Literacy, Digital Learning, Early Literacy Practices.