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<p>This study investigates longitudinal associations between pedagogical digital technology integration and educator–child relationship (ECR) quality within the Kids in Taiwan (KIT) National Longitudinal Study (2016 to 2019). Using a sample of 678 children tracked from ages 36 to 72 months, latent growth modeling and mixed-effects regression were employed to analyze developmental trajectories. All missing data were handled using Full Information Maximum Likelihood (FIML) to ensure robust estimates. Findings indicated that higher initial levels of technology integration initially aligned with the displacement hypothesis, correlating with lower baseline ECR quality. However, sex-disaggregated analyses revealed significant divergence. For boys, higher initial integration predicted more favorable relationship quality at the baseline (<i>β</i> = +0.18, <i>p &lt;</i> .05). For girls, initial exposure positively predicted subsequent relational growth (<i>β</i> = +0.10, <i>p &lt;</i> .05), suggesting a gender-specific adaptation effect. Mixed-effects models further demonstrated that teacher professional experience (<i>β</i> = 0.10, <i>p &lt;</i> .05) and perceived child teachability (<i>β</i> = 0.12, <i>p &lt;</i> .001) were robust positive predictors of ECR quality, beyond digital integration levels. These results highlight the nuanced and gendered role of digital media within preschool environments. The findings emphasize the necessity of tailored professional development that enhances the gendered professional perspectives of educators. This professional training ought to amalgamate relational pedagogy with empirically supported media strategies to facilitate developmentally suitable and equitable interactions between educators and children.</p>

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The longitudinal impact of pedagogical digital technology integration on educator–child relationship quality in preschool: moderating effects of child sex and teacher professional frameworks

  • 期刊论文

  • 发表日期：

    2026年4月29日

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  • Hua-Huei Chiou,
  • Han-Ju Ho

摘要

This study investigates longitudinal associations between pedagogical digital technology integration and educator–child relationship (ECR) quality within the Kids in Taiwan (KIT) National Longitudinal Study (2016 to 2019). Using a sample of 678 children tracked from ages 36 to 72 months, latent growth modeling and mixed-effects regression were employed to analyze developmental trajectories. All missing data were handled using Full Information Maximum Likelihood (FIML) to ensure robust estimates. Findings indicated that higher initial levels of technology integration initially aligned with the displacement hypothesis, correlating with lower baseline ECR quality. However, sex-disaggregated analyses revealed significant divergence. For boys, higher initial integration predicted more favorable relationship quality at the baseline (β = +0.18, p < .05). For girls, initial exposure positively predicted subsequent relational growth (β = +0.10, p < .05), suggesting a gender-specific adaptation effect. Mixed-effects models further demonstrated that teacher professional experience (β = 0.10, p < .05) and perceived child teachability (β = 0.12, p < .001) were robust positive predictors of ECR quality, beyond digital integration levels. These results highlight the nuanced and gendered role of digital media within preschool environments. The findings emphasize the necessity of tailored professional development that enhances the gendered professional perspectives of educators. This professional training ought to amalgamate relational pedagogy with empirically supported media strategies to facilitate developmentally suitable and equitable interactions between educators and children.