Objectives:
The rapid integration of digital technology into everyday life has transformed the landscape of play and learning in early childhood. Children of early and preschool age now have access to a variety of digital tools – from tablets and laptops to Bee and Blue Bots. Alongside these devices, there are numerous digital applications that provide valuable learning opportunities, but also pose significant challenges. The aim of this study was to explore the role of digital technology in enhancing play-based learning and to identify pedagogical strategies that support its meaningful use.

Methodology:
The qualitative component involved structured observations of 18 children aged 6 to 7 years. Observations were conducted on two occasions, each lasting two hours. The first observation focused on identifying the children’s existing knowledge, skills, and abilities during daily activities. The second involved integrating digital technology into six different activities. Digital tools were used as motivators to engage children in guided activities. This approach supported personalized learning, acquisition of new knowledge and skills, development of digital literacy, and fostered children’s interest in exploration and critical thinking. Data analysis included thematic coding of the qualitative findings.

Results:
The observations showed that digital tools are most effective when embedded within diverse play scenarios rather than as isolated screen-based activities. These included interactive games, problem-solving, and exploratory tasks. The activities were designed to cover all areas of child development. The findings suggest that such integration supports language acquisition, creativity, and collaborative skills.

Conclusions:
The study highlights that digital technology can serve as a valuable pedagogical tool in early and preschool education when intentionally integrated into play-rich environments. Optimal use involves balancing digital and non-digital activities, aligning technology with developmental goals, and ensuring active adult facilitation. Key recommendations include: incorporating digital literacy and technology integration modules into early childhood teacher training, establishing clear guidelines for screen time in educational contexts, designing interactive and movement-based digital activities that complement physical play, and encouraging collaborative projects between educators and children to align technological practices at home and in preschool. In conclusion, digital technology should not replace traditional play but rather complement it, broadening opportunities for creativity, exploration, and skill development. When guided by thoughtful pedagogy, digital tools can enhance learning outcomes, foster engagement, and prepare early and preschool-aged children for the demands of a technology-rich world while safeguarding their holistic development.

Keywords: Educational benefits, digital competence.