Digital Competence in Hospital Classrooms: Educational Practices with Early Childhood Learners

Abstract

Hospital-based classrooms provide a critical means for young children with serious health conditions to continue learning and remain included in educational settings. This study examined digital competency and educational practices in hospital classrooms for early childhood learners in Paraguay. A survey of 500 participants (300 teachers and 200 parents) assessed the use of digital tools, perceptions of their impact on cognitive development, and inclusive pedagogy. Most teachers and parents reported regular use of computers and tablets to deliver personalized instruction. Quantitative analysis (Table 1 and Figure 1) indicates that approximately 86% of participants believed digital tools improved cognitive skills, and 88% viewed technology as enhancing inclusivity. These findings align with literature showing that tablets and touchscreen devices dominate early childhood learning technologies. The results suggest that structured integration of digital tools in hospital classrooms can support young children’s cognition and social inclusion (in line with neurodevelopmental principles). We discuss implications for teacher training, curriculum design, and policy to ensure effective and equitable digital learning in health care settings.