<![CDATA[This study is motivated by the increasing use of educational applications in early childhood education and the need to understand how digital technologies contribute to meaningful learning experiences, particularly through interactive, engaging, and developmentally appropriate learning activities for young children within an effective and sustainable learning context. The background of this study highlights that educational applications can provide interactive and engaging learning environments, but their effectiveness depends on how teachers integrate and facilitate technology during classroom activities. The object of this study is the interaction between teachers, educational applications, and young children in the development of early childhood learning experiences. This study employs a qualitative case study approach to explore how teachers utilize educational applications, manage technology-supported activities, and respond to children’s engagement and learning needs. Data are designed to be collected through classroom observations, semi-structured interviews with teachers, and relevant learning documentation, followed by thematic analysis to identify recurring patterns and meanings. The expected results indicate that educational applications can enhance children’s participation, attention, exploration, and interaction when supported by appropriate teacher guidance and purposeful learning activities. The findings are also expected to demonstrate that teachers remain essential in selecting suitable applications, adapting digital activities to children’s developmental characteristics, and maintaining meaningful teacherchild interaction. In conclusion, educational applications have the potential to enhance early childhood learning experiences when technology is integrated as a complementary instructional tool rather than a replacement for teacher involvement.]]>
