TODDLERS AND DIGITAL TECHNOLOGIES: OPPORTUNITIES, RISKS AND PROSPECTS FOR RESEARCH

The massive diffusion of digital technologies, about which has been discussed for several decades, has deeply modified the educational and training scenarios (Ferri, Mantovani, 2006; 2008). Mobile devices have increased, in particular, the opportunities for access of toddlers to the digital technologies since their use is immediate and intuitive (Geist, 2012; Riva, 2014).

The ongoing revolution, moreover, is causing significant changes compared with the use of literature and forces educators to wonder about similarities, differences, but especially about the specificity of paper books and digital ones, about potentials, limits and possible risks presented by digital books and about their possible use in the infant-toddlers centers (Roncaglia 2010; Antoniazzi 2012).

Many studies have demonstrated that an early and positive meeting with books and reading and an approach that involves all the senses have important implications with the birth and development of love for books and reading and with child's cognitive, emotional and social development (Detti, 1987; Blezza Picherle 2004).
So it is urgent to investigate what impact can have early reading stories through touch devices and the adult's role.

The first part of this contribution will illustrate the main themes emerging from the latest literature review about the access by toddlers to new technologies and limits, dangers and possibilities of such tools compared to learning and literacy skills.

The second part will present the first data emerging from the exploratory phase of an ongoing research in some infant-toddler centres about the experience of approach, exploration, discovery and interaction of toddlers with touch screen mobile devices. In particular the reflection will focus on the role of parents and educators in scaffolding children's digital skill and emergent literacy.