Can ICT be an effective tool in supporting the learning of children in the preschool

environment?
In todays world Information Communication Technology (ICT) has become an essential
component in our lives especially in terms of education. In developing countries it is
unimaginable to come across a school without ICT. In previous years they were important
concepts in primary, secondary, and tertiary education but in recent times they have become
concepts of the early childhood environment. Young children are being brought up in
environments that are shaped by ICT (Siraj-Blatchford & Whitbread, 2003). Many children are
exposed and influenced by computers long before they enter school and as such the impact it has
on young childrens development cannot be disregarded. Research points out that ICT can be
effectively integrated into childrens learning in developmentally appropriate ways.
Many educators have stood steadfast in their views that ICT enhances and supports
young childrens learning. This view is reiterated in a joint position statement by the (National
Association for the Education of Young Children and Fred Rogers) that developmentally
appropriate practices must be used as a guide in making decisions on ICT in the early learning
environment. In addition, ICT should not be used as an isolated activity but should be used to
support learning and expand on young childrens access to new content (Guernsey, 2010 a,
2011b). When used appropriately ICT can enhance the social and cognitive abilities. The use of
developmentally appropriate software is instrumental in engaging children in conversations that
will develop their social skills through peer interactions collaboration, cooperation and their
cognitive abilities through creative play, mastery learning and problem solving skills. Also
integrating ICT across different subject areas supports their learning. In regards to how effective
ICT is in supporting childrens learning evidence points to children who had experience with a

computer gained development in their non-verbal skills, structural knowledge, long term
memory, manual dexterity, verbal skills, problem solving, abstraction and conceptual skills
(Haugland, 1992).
Another important role that ICT plays in the early childhood setting is the facilitation of
children with special needs through assistive/adaptive technology which can reduce barriers to
learning. If appropriately structured it increases their independence and inclusion in the
classroom thus, increasing their chances of learning, creating, and communicating. Research has
shown that for ICT to be effective in the early childhood setting consideration must be taken into
the health and safety of young children, developmentally appropriateness of ICT, and the quality
of the learning environment
In summary, there is no evidence to show if ICT is harmful or beneficial to young
childrens learning. It is dependent on the educators pedagogical perspectives and the
developmentally appropriateness of the technology for it to be an effective tool in the education
of young children in the early childhood setting.
Additionally, I chose this topic because I wanted to educate myself on the effectiveness
of ICT within the early childhood environment and the impact that it has on young childrens
learning. Doing research on this topic helped me gain insight into how ICT must be incorporated
into activities for it to be an effective learning tool and also the skills that children develop from
using this approach.
The curricular purpose of this topic is to help me gain knowledge about the various
considerations that that must be adhered to when using ICT as learning tool with young children.

In addition the use of ICT in the learning environment incorporates many aspects of the social
learning theory in which children learn through the social process.
Reference
Godiyal, S., & Shah, A. (n.d). ICT in the early years: Balancing the risk and benefits. Retrieved
from http://digitalknowledgecentre.in/files/2012/02/ICT-IN-THE-EARLY-YEARSBALANCING-THE-RISKS-AND-BENEFITS.pdf
Kalas, I. (2013). Integration of ict in early childhood education. Retrieved from
http://edu.rsei.umk.pl/wcce2013/publications/v1/V1.24_068-Kalas-fullR-FPR.pdf
National Association for the Education of Young Children Position Statement. (2012).
Technology and interactive media as tools in early childhood programs serving children
from birth through age 8. Retrieved from
http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf