Early Childhood Care and Education (ECCE) is being reshaped by a social environment in which digital technologies are increasingly interwoven with children's everyday lives. Smartphones, tablets, digital media, online communication, assistive technologies and artificial intelligence can influence how young children communicate, explore, play, learn and participate. This development creates opportunities for accessibility, multilingual resources, family engagement, creative expression and professional support, but it also raises concerns regarding inappropriate content, privacy, commercialisation, unequal access, reduced opportunities for physical activity and the displacement of direct social interaction. The post-digital age is therefore better understood not as a period after technology, but as a context in which digital and non-digital experiences coexist and need to be designed around children's developmental rights and well-being.
This chapter presents a conceptual and analytical examination of ECCE frameworks in the post-digital age. It synthesises principles from Indian foundational-stage policy, international guidance on early childhood and digital environments, developmentally appropriate practice, inclusion, child protection and physical well-being. The chapter identifies a gap between traditional ECCE approaches that emphasise play, relationships and holistic development and technology-oriented approaches that may place disproportionate attention on devices, platforms and digital skills. To address this gap, the chapter proposes a Human–Relationship–Technology–Environment (HRTE) Model. The model places human development at the centre, treats relationships as the principal medium of early learning, positions technology as a purposeful and accountable resource, and recognises the physical, cultural, linguistic, social and ecological environment as essential to children'sparticipation.

The role of educators as designers, mediators, observers and ethical decision-makers; the importance of family and community partnerships; accessible and assistive technologies for children with disabilities; responsible use of artificial intelligence; digital well-being; privacy and child protection; and the multidimensional nature of the digital divide. It argues that successful post-digital ECCE should be child-centred, play-based, relationship-rich, inclusive, culturally responsive, developmentally appropriate, equitable and ethically governed. Technology should extend children's opportunities for communication, exploration, creativity and participation without replacing outdoor play, movement, sensory experiences, conversation, caregiving and peer relationships. The chapter concludes that technology should remain accountable to childhood and should be evaluated by its contribution to children's participation, development, agency and well-being rather than by device use or digital engagement alone.

Keywords: Early Childhood Care and Education; ECCE; post-digital age; play-based learning; digital inclusion; disability; assistive technology; artificial intelligence; teacher education; family engagement; digital well-being