1.1 Introduction
Information and Communication Technology (ICT) refers to the use of digital tools and resources, including computers, tablets, interactive whiteboards, software applications, and the internet, to access, store, transmit, and manipulate information (UNESCO, 2012). In the context of early childhood education, ICT is increasingly recognized as a tool that enhances learning experiences, supports teaching practices, and fosters cognitive, social, and emotional development among young children (Edwards, 2019). The use of information and communication technology in early childhood classrooms is not simply about exposing children to technology but about strategically integrating digital resources into age-appropriate learning activities to facilitate engagement, creativity, and problem-solving skills (Flewitt et al., 2015).
Early childhood is a critical period for development, characterized by rapid growth in language, motor skills, social-emotional learning, and cognitive abilities (Shonkoff & Phillips, 2000). Integrating ICT during this period provides opportunities for interactive and individualized learning experiences that traditional teaching methods may not always offer (Haugland, 2018).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The use of Information and Communication Technology (ICT) in education has become a global trend, transforming teaching and learning processes across all levels of education. In early childhood classrooms, ICT is increasingly seen as a tool that enhances learning experiences, supports pedagogical practices, and fosters the overall development of young children. According to Edwards (2019), the integration of ICT in early childhood education provides opportunities for interactive and individualized learning, which can significantly influence children's cognitive, social, and emotional growth. Similarly, Haugland (2018) reported that children exposed to age-appropriate technology in classrooms demonstrate increased engagement, improved problem-solving skills, and greater motivation to learn.
Teachers' attitudes and competence in using ICT play a crucial role in determining the effectiveness of technology integration. Ertmer and Ottenbreit-Leftwich (2010) asserted that educators who possess both technical skills and pedagogical knowledge are better able to integrate ICT into classroom activities meaningfully. On the other hand, teachers with limited ICT skills or low confidence often face challenges in leveraging technology to enhance learning outcomes, which may result in superficial or ineffective use of digital tools. Flewitt, Messer, and Kucirkova (2015) contended that professional development and continuous training are essential for equipping educators with the skills and strategies needed to integrate ICT effectively in early childhood settings.
The availability of ICT infrastructure is another critical factor influencing its adoption in early childhood classrooms. According to Prensky (2017), well-resourced educational environments with access to computers, tablets, and internet connectivity provide greater opportunities for innovative teaching and learning practices. Conversely, Unal (2020) reported that in many developing regions, schools struggle with inadequate technological infrastructure, outdated software, and lack of technical support, which limits the potential benefits of ICT for young learners.
Research has also highlighted the dual nature of ICT's impact on children. Edwards (2019) affirmed that while ICT can enhance literacy, numeracy, and creative skills, excessive and unguided exposure may affect children's attention span, social interaction, and hands-on learning experiences. On the other hand, Haugland (2018) stated that when teachers deliberately integrate digital tools with play-based and experiential learning activities, ICT becomes a powerful resource that complements traditional early childhood education methods rather than replacing them.
Flewitt et al. (2015) reported that age-appropriate and curriculum-aligned digital content ensures that ICT fosters meaningful learning experiences. Teachers need guidance on selecting, designing, and using digital tools to match the developmental needs of children. It is against this backdrop that this study is set, aiming to examine the effects of ICT in early childhood classrooms. The study seeks to understand how technology influences teaching practices, child engagement, and learning outcomes.
1.3 Statement of Problems
Investigation revealed that teachers in early childhood settings often struggle to adapt to new technologies, especially when there is limited training and support, which results in underutilization of digital tools and missed opportunities for enhancing cognitive and social development (Unal, 2020). On the other hand, children's exposure to ICT without guided instruction risks overreliance on digital devices, which may affect their attention span, creativity, and interpersonal skills (Haugland, 2018).
Furthermore, there is also the issue of teacher confidence and attitudes toward information and communication technology. Many educators feel unprepared to incorporate technology meaningfully into their classrooms, which affects their teaching efficacy and willingness to experiment with new digital resources (Ertmer & Ottenbreit-Leftwich, 2010). It is against this backdrop that this study seeks to examine the effects of ICT in early childhood classrooms, focusing on how it influences teaching practices, child engagement, and learning outcomes.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the effects of ICT on early childhood education and its contribution to teaching and learning outcomes.
The specific objectives of this study include:
- To assess the current level of ICT integration in early childhood classrooms in Lagos State.
- To examine how ICT affects child engagement, creativity, and learning outcomes.
- To identify challenges faced by teachers in implementing ICT in early childhood education.
- To evaluate the strategies that support effective ICT use in teaching and learning.
1.5 Research Questions
Based on the stated objectives, the research questions guiding this study are:
- What is the current level of ICT integration in early childhood classrooms in Lagos State?
- How does ICT affect child engagement, creativity, and learning outcomes in early childhood education?
- What challenges do teachers face in implementing ICT in early childhood classrooms?
- What strategies are effective in supporting the integration of ICT in teaching and learning?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant effect of ICT on child engagement, creativity, and learning outcomes in early childhood classrooms in Lagos State.
- H02: ICT has a positive effect on child engagement in early childhood classrooms.
- H03: ICT improves creativity and problem-solving skills among young learners.
- H04: ICT influences learning outcomes positively in early childhood education.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will provide valuable insights into the role of ICT in early childhood education. The study will also accentuate effective strategies for integrating technology in classrooms, address challenges teachers face, and improve learning outcomes. On the other hand,
Furthermore, curriculum developers will benefit by receiving guidance on designing ICT-based, age-appropriate educational content. In addition, the research will help parents and caregivers understand the role of technology in early childhood development, enabling them to support their children's learning both at school and at home.
Lastly, the study will serve as a guide for curriculum developers and policymakers in designing ICT-inclusive early childhood programs, ensuring age-appropriate and developmentally suitable content is available for young learners.
1.8 Scope of Study
The scope of the research is focused on the effects of information and communication technology (ICT) in early childhood classroom in Lagos State, Nigeria, specifically in selected private and public schools that have access to ICT resources.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Information and Communication Technology (ICT):
ICT refers to digital tools and resources, such as computers, tablets, software applications, and the internet, used to access, store, transmit, and manipulate information (UNESCO, 2012). In early childhood classrooms, ICT is used to enhance learning experiences, support teaching, and foster cognitive and social development (Edwards, 2019).
Early Childhood Education (ECE):
ECE refers to structured learning programs designed for children from birth to eight years of age, focusing on cognitive, social, emotional, and physical development (Shonkoff & Phillips, 2000).
Child Engagement:
This refers to the level of attention, curiosity, and active participation a child exhibits during learning activities, including ICT-based lessons (Haugland, 2018).
Learning Outcomes:
Learning outcomes refer to the measurable knowledge, skills, and competencies a child acquires through participation in educational activities, including ICT-enhanced instruction (Flewitt et al., 2015).
Teacher Preparedness:
Teacher preparedness refers to the readiness, competence, and confidence of educators in integrating ICT into classroom instruction effectively (Ertmer & Ottenbreit-Leftwich, 2010).
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