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Posted here with kind permission from Symposium Publishers. www.symposium-journals.co.ukThis article presents some theoretical-methodological reflections on the current state ofthe art of research on information and communication technology (ICT) in early childhood education.The implementation of ICT in preschool has triggered considerable research activity on theeducational potential of digital technologies. Numerous projects and studies are being carried out inseveral disciplines; however, there is little or no interdisciplinary exchange. In this article, the authorpresents and justifies a theoretical-methodological alternative – namely, piecemeal theorizing.Piecemeal theorizing consists in posing precisely formulated questions at different levels of generality,the pursuit of which will necessarily lead the researcher(s) in several disciplinary directions. The authorsuggests a mode of research conducted by multidisciplinary and piecemeal theorizing of preciselydefined and demarcated questions at different levels of granularity, hence accumulating partial answersresulting in theory development and scientific progress – however incremental – in the field. Bydrawing on theories and perspectives from fields such as cognitive neuroscience, media psychology andphenomenology, we might be in a position to better address some fundamental and largelyunaddressed questions pertaining to the potential impact of digital technology on children’s learning.Specifically, the article focuses on one such question – namely, the particular intangibility of the digital –and reflects on the potential implications of this intangibility for learning and literacy development.The aim is thence to provide an alternative conceptual, theoretical and epistemological framework forstudying the experiential impact of digital technology on preschoolers’ literacy development

Point and Click: Theoretical and Phenomenological Reflections on the Digitization of Early Childhood Education