Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.

幼儿数字教育学 （ECDP） 已得到广泛实施和研究，但尚未系统地评价实证证据。本范围综述旨在综合现有研究，以了解 ECDP 的实践和概况以及教师、儿童和技术的重新定义角色。2010 年 1 月至 2024 年 10 月发表的 38 项关于 ECDP 的研究收集自三个学术数据库：EBSCO、Web of Science 和 ProQuest。这些研究结果的综合表明：首先，数字技术在基于 SAMR 框架的修改和重新定义层面上越来越具有教学实践的变革潜力。其次，基于游戏、基于项目、基于问题以及具有建构主义倾向的合作和协作教学法是 ECDP 的标志。最后，在教学互动中，教师、儿童和数字技术各自发挥着不同的作用。本综述研究阐明了 ECDP 的实用特性，可以启发未来 ECDP 的有效设计和实施。