The social and pedagogical discourse about ”digital natives”, Millennials, or ”digikids” is not so new anymore, but as the case with many serious, even dramatic changes, a whole range of stereotypes and prejudices developed concerning this new generation, seriously affecting he quality of interaction with adults in general, and the quality of educational interaction in particular. We will try in this paper to look the the learning characteristics of the new generation of kids, as well as on their consequences in designing learning experiences. Quality of the new generations is not intrinsic, nor by default jeopardized by their immersion in technologically rich environments. Beyond fear and stereotypes, we have to see how the encounter with this new generation could bring the most educational benefits, in a world that reconcile their lived experiences and our (adults) care and concerns. Recent research shows that as educationalists we have to take this reality as seriously as possible, as being the potentially new starting point of a learning revolution. There is a whole spectacle and still a challenge to see how small kinds, target group of early education (below 7 years old) interact and develop behavioral approaches in technologically reach environments. The ”light side” of technologies impacting on kids development at early ages cannot be neglected, and this is not to assume that, necessarily, is automatically balanced by a ”dark side”... Our paper tries to offer a realistic and balanced view on how early education should try to address this new generation, in order to stimulate and significantly contribute to their development.

digikids, early childhood development, teachnologically reach environments