Exploring the development of kindergarten educational products in China's emerging technological context: a philosophy of technology perspective

This research analyses how emerging technologies merge with kindergarten educational product development via philosophical technological frameworks. The digital transformation speed of early childhood education in China produces key questions regarding how technological systems affect educational values and agency behaviour. Additional funding for educational technologies fails to bridge the ethical-epistemological conflicts which arise from technological product development approaches when compared to child developmental needs in terms of cognition. The study uses 2 Educational Technology (EdTech) implementation case studies in kindergarten schools to examine policy discourse through critical analysis and observe the technological interactions of 50 children adopting mixed research methods. The study discovered that the majority of examined digital products contained sophisticated technical capabilities but failed to fulfil developmental principles applicable to early childhood growth. The proposed research design framework redefines EdTech from self-contained devices to connection tools through which educators bring together technology and teaching. It implements four foundational principles which include physical alignment with users, clear conduct standards and cultural adaptation and developmental matching capabilities. This research unites philosophical theories of technology development with real-world applications in EdTech to build a fundamental moral foundation which creates technology systems that strengthen rather than restrict child self-determination powers and guide policy decisions regarding technological humanist approaches to early childhood education.

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