21st-century education faces the challenge of preparing students for an increasingly digitalized and globalized world. This context is especially relevant in preschool education, where the foundations for future learning are established. The United Nations 2030 Agenda for Sustainable Development highlights the need for inclusive, equitable, and quality education, emphasizing the importance of integrating technological skills into both the preschool curriculum and teacher training. The main objective of the article is to understand the influence of New Learning Ecologies on the teaching and learning process in preschool, focusing on the dimensions of Digital Natives and Digital Culture, Open Educational Practices, Open Educational Digital Resources, Challenges in the Integration of ICT in Preschool, and Education for the Future and Agenda 2030. The first dimension examines how children who have grown up immersed in digital technology demonstrate an innate ability to interact with technological devices, presenting both opportunities and challenges for educators. The second dimension highlights how open practices and digital resources facilitate more interactive and personalized learning. The third dimension addresses the challenges in integrating ICT, emphasizing the need for continuous teacher training and equitable access to digital technologies. The results indicate that the integration of ICT in preschool education not only enhances the learning experience but also prepares children for a digital environment. ICT allows for personalized and more interactive education, while continuous teacher training is crucial for effective implementation. Additionally, addressing the digital divide is fundamental to ensuring educational equity.