Conference Program

In contemporary information society, characterised by rapid social changes, digitalisation has become increasingly central in educational practices. Technology is no longer merely an operational tool but constitutes a relational environment that helps shape practices of participation, collaboration, and democracy (Danby et al., 2018; Raffaghelli et al., 2025). Within this context, the dichotomy of the advantages and disadvantages of technology, particularly in the education of children aged 0 to 6, remains a subject of intense debate across the pedagogical, sociological, and psychological literature. This debate represents a significant challenge for promoting ethically responsible educational practices oriented toward children’s active participation (Livingstone, 2016).

In this scenario, video recording is still a valuable methodological tool, allowing researchers and educators to examine social interactions retrospectively and to render visible dynamics that would otherwise be difficult to document (Galliani & De Rossi, 2014; Migliarini et al., 2019). For researchers, video technologies enable a more in-depth analysis of socio-educational processes and contribute to the production of new knowledge. However, while technology can support educational work, it also raises ethical challenges that require careful consideration.

Drawing on a doctoral research project exploring peer feedback in early childhood, which develops a categorization of feedback types based on the Hattie & Timperley (2007) model, this contribution examines video-based data collection practices in preschool settings. The focus is on issues related to obtaining informed consent from school administrators, parents, and children, as well as the extent to which the presence of a camera might influence children’s behavior and the authenticity of observed interactions. Furthermore, the study highlights how video-based educational practices facilitate the systematic "listening" to children, bringing their perspectives and modes of participation to light. This listening constitutes a central element of teachers’ pedagogical planning, guiding their decisions and educational actions (UNCRC, 1989, Art. 12).

Simultaneously, this contribution emphasizes how video technologies can support reflective practices among teachers, allowing for a detailed analysis of the interactions, social dynamics, feedback types, and educational styles that shape the production and reception of peer feedback. From this perspective, video technology is conceived not only as a research tool but also as a means to make children’s experiences, forms of participation, and democratic learning visible and documentable, providing teachers with tools to observe and engage families (Mascheroni et al., 2018).

The reflections presented offer insights into the debate on educational policies regarding the use of technology in early childhood. They emphasize the need for regulations that balance the protection of children with their meaningful participation in digital experiences, in full accordance with the UNCRC (1989, Arts. 12, 13, 17). Ultimately, this contribution aims to stimulate discussion on the relationship between technology, ethics, and educational democracy in early childhood, framing technology both as an opportunity for critical reflection and methodological innovation and as a domain requiring particular responsibility, sensitivity, and attention.