In contemporary society, digital technology is transforming various sectors, including preschool education. This article aims to recognize and analyze digital educational resources in preschool teaching practices, highlighting the challenges and opportunities they present. The methodology used is qualitative-interpretative, allowing for a deep and detailed understanding of the experiences and perceptions of teachers and students in this context. The article focuses on four main areas: connectivism, digital natives, teachers' digital competencies, and the evolution of educational praxis. Connectivism emphasizes the importance of knowledge networks and the ability to navigate and build these connections, facilitated by digital technology. Digital natives, accustomed to interacting with technology from an early age, find digital educational resources to be tools that enhance their interest and efficiency in learning. Teachers' digital competencies are crucial for the effective implementation of these tools, requiring continuous and adaptive training. The evolution of educational praxis is observed in the transition from traditional methods to innovative and flexible teaching models supported by digital technology. The results indicate that the incorporation of digital resources in preschool education significantly improves children's interest and participation, facilitating a more intuitive and practical understanding of knowledge. However, challenges are also identified, such as the need for adequate teacher training and the management of children's screen time.