INTRODUCTION: Bibliotherapy is an effective method that helps children make sense of their experiences and supports their emotional, social, and cognitive development. Traditionally conducted through printed books, bibliotherapy is widely used to strengthen children's emotional expression, empathy, problem-solving, and social interaction skills, particularly during the early childhood when they are developing rapidly and are open to learning. With the rapid spread of digital technologies today, children's learning and communication environments have changed fundamentally; digital environments where stories can be presented with sound, images, animation, and interactive elements have come to the fore. This transformation has made the integration of bibliotherapy practices for preschool children into digital environments important and inevitable. The purpose of this study is to review the literature on integrating bibliotherapy practices that support child development in the early childhood with digital environments and to comprehensively evaluate developments in this field.
DISCUSSION AND CONCLUSION: A review of the literature reveals that digital environments facilitate access to bibliotherapy applications for preschool children, increase attention and motivation, support learning through multisensory interaction, and strengthen inclusivity. It is also emphasized that digital bibliotherapy applications contribute to social-emotional learning processes by capturing the interest of children at an early age. However, digital content also brings with it various risks, such as inequalities in access to technology and data security. Therefore, for digital bibliotherapy applications to be used effectively and safely in the early childhood, content must be designed to suit children's age and developmental level, practitioners' digital literacy must be supported, and ethical principles must be established. The findings indicate that the integration of bibliotherapy into digital environments should be considered not merely as a technical innovation, but as a transformation with pedagogical, psychosocial, and ethical dimensions that affect preschool child development in multiple ways.