Victoria Damjanovic

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About

Victoria Damjanovic’s research sits at the vital intersection of early childhood education and digital play, exploring how young learners engage with tangible technologies in preschool settings. Her most-cited work, “Tangible Digital Play in Australian and U.S. Preschools” (2019, 17 citations), draws on cross-national data to reveal how robotic manipulatives can serve as powerful catalysts for peer collaboration and socio-emotional development. Damjanovic’s major contribution lies in demystifying the process of integrating tangible digital tools into early learning environments, offering educators practical strategies to foster meaningful, hands-on engagement with technology. Her comparative, international approach highlights both cultural nuances and universal principles in digital play, making her findings relevant for teachers and researchers worldwide. By bridging the gap between abstract digital concepts and concrete, playful learning, Damjanovic has helped shape a more inclusive, developmentally appropriate vision of technology in early childhood classrooms. Her work continues to influence how educators think about the role of robotics and interactive media in supporting young children’s social, emotional, and cognitive growth.