Abstract:

In recent years, the commercial market has greatly expanded the educational proposals based on mobile technologies for young children (Duek, 2014; Minzi, 2014; De Angelis, 2014; Hodgins, 2014). While there is a solid body of theory that argues for the benefits that digital technology offers to promote children's learning, numerous studies have evaluated these products using educational criteria and noted their inadequacy at the level of evolutionary development children, poor quality in terms of content, didactic transposition problems and difficulties surrounding the seaworthiness of their interfaces. (Wood, Gottardo, Grandt, Evans, and Saveage Phillips, 2012; Thurlow, 2009).

Applications developed based on a "deep design" (Buxton, 2014) then become necessary to resolve the tension between inherent in the production of commercial applications and pedagogical aspects that make them valuable to be used in educational contexts commercial imperatives. This communication is intended to share the concept of "deep design" and pedagogical development and design parameters based on this concept come into play in the development of applications TABI, the first digital tablet developed specifically in Argentina to promote learning and development of young children from 2-6 years by Eurocase, with the support of Intel. The action criteria of the teacher and implications for the generation of good teaching practices with these resources are also discussed.

Keywords:

Educational apps, deep design, kindergarteen.