Abstract
This study explores how Italian families with children aged 0–6 perceive the increasing presence of digital technologies in early childhood education. Adopting a postdigital lens, it examines parents’ digital skills, awareness of educational technologies, and concerns about privacy, data use, and institutional supervision. A national stratified survey was conducted between April and June 2023 with 2,000 families across all Italian regions, including 780 households in the target age group. The questionnaire,administered online and by phone, addressed demographic and socio-educational factors, home technology availability, and parents’ perceptions of technology use in Early Childhood Education and Care (ECEC). Data were analysedusing descriptive and inferential statistics, with all scales demonstrating high reliability. Results show that while most families have adequate digital infrastructure, parental literacy is uneven, and lower skills correlate with heightened concerns about privacy violations and data monetization. Awareness of educational technologies in ECEC is limited, with parents showing greater familiarity with commercial platforms than institutional tools. Geographical and educational differences influence perceptions, and parental association participation remains minimal, weakening collective advocacy. The findings highlight the need for stronger family–school collaboration, targeted parental digital literacy initiatives, and educator training to ensure ethical and equitable uses of technology inearly childhood settings.
