【作 者】：
张 菀，李姗泽， 彭援援
【关 键 词 】：
数字技术； 学前儿童发展； 社会物质论； 儿童主体性； 双向互构
【栏 目】：
理论探讨
【中文摘要】：
数字技术在早期儿童教育中的广泛应用，使其与学前儿童发展的关系变得日益复杂和不确定，引起了学界对儿童与社会物质材料关系的理性审思。已有研究主要以“手段—目的”的方式分析技术与人的关系，揭示了数字技术对儿童发展影响的单向性、预成性和边界性，忽视了儿童发展与社会物质材料关系的形塑与流动。基于教育研究对社会物质材料的重视，社会物质理论为数字技术与儿童发展的关系探讨，提供了一个新的解释路径。研究发现，数字技术与儿童发展的关系由工具主义的认识转向双向互构关系的新模态，具体表现为互惠性角度的相互能动性关系、表演性角度的实践生成性关系、多维性角度的时空流动性关系。数字技术与儿童发展关系的再认识，为驱动数字时代学前儿童教育的高质量发展提供了理论支撑。
【英文摘要】：
The widespread use of digital technology in early childhood education has made its relationship with preschool children's development increasingly complex and uncertain, prompting the academic community to scrutinize the relationship between children and socio-materials rationally. Existing studies, which have primarily analyzed the relationship between technology and human beings through "means-ends" framework, have revealed the unidirectionality, preformation, and boundedness of the impact of digital technology on child development, and ignored the shaping and fluid of the relationship between child development and socio-materials. Based on the emphasis of educational research on socio-materials, social materiality theory provides a new explanatory path for the exploration of the relationship between digital technology and child development. It is found that the relationship between digital technology and child development has shifted from an instrumentalist perspective to a new modality of bidirectional co-construction, which is specifically manifested as a mutually dynamic relationship from the reciprocal perspective, a practically generative relationship from the performative perspective, and a spatial-temporal fluidity relationship from the multidimensional perspective. The re-conceptualization of the relationship between digital technology and child development provides theoretical support for driving the high-quality development of preschool children's education in the digital era.