Pimentel , Gilka SilvaLima, Geanna Siva de Figueiredo2025-02-172025-02-172024-12-18LIMA, Geanna Silva de Figueiredo. O uso de tecnologias interativas na educação infantil com crianças de 04 a 05 anos. 2024. 34 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia EaD) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Currais Novos, 2024.https://repositorio.ufrn.br/handle/123456789/62735The use of interactive technologies in early childhood education, especially with children aged 4 to 5 years, has stood out as an innovative approach to enhance the teaching-learning process. These tools, such as digital games, educational apps, and multimedia resources, promote more dynamic, playful, and personalized learning environments, meeting the specific needs of each child. Studies indicate that these technologies help with cognitive, social, and emotional development, stimulating skills such as attention, memory, creativity, and social interaction (Luciano et al, 2023). The adoption of these tools, however, presents significant challenges. The lack of adequate infrastructure in many Brazilian schools and the digital divide resulting from socioeconomic inequalities limit the access of most children to these resources (Marchi et al, 2023). In addition, the lack of pedagogical training for educators compromises the effectiveness of the implementation of these technologies, restricting their positive impact. Another point of attention is the excessive or inappropriate use of technologies, which can result in digital dependence and impairment in children's motor and social development. Despite these challenges, interactive technologies, when used in a planned and supervised manner, offer wide-ranging benefits. Aligned with curricular guidelines, such as the National Common Curriculum Base (BNCC), they can enrich pedagogical practices and promote a more inclusive and innovative education (Kist et al, 2024). In addition, by facilitating digital inclusion from childhood, these tools contribute to the reduction of educational inequalities and prepare children for the challenges of an increasingly connected society. In summary, the use of interactive technologies in early childhood education is a promising approach, which requires a balance between innovation and care, ensuring that child development occurs in a healthy and meaningful way. Collaboration between educators, managers, and families is essential to maximize its benefits and minimize challenges.Attribution-NonCommercial 3.0 Brazilhttp://creativecommons.org/licenses/by-nc/3.0/br/Tecnologias interativasInteractive technologiesEducação infantilEarly childhood educationDesenvolvimento cognitivoCognitive developmentbachelorThesisCNPQ::CIENCIAS HUMANAS