Children’s Play-Based Learning with ICT Tools: Early Childhood Teachers’ Perspectives

Abstract

In modern times, children adopt play-based learning approach with the help of early childhood teachers’ knowledge and understanding of ICT, to learn how to use ICT tools and apps for playing and learning. The main purpose of this study was to identify perspectives of Saudi early childhood teachers toward the use of ICT tools; what difficulties they face when they try to use and integrate ICT into children’s play and learning, and how to help children overcome these difficulties. The study involved a qualitative open-ended survey design, to collect data about teachers’ knowledge of ICT, types of ICT tools used in their classrooms, how to introduce ICT into children’s playing; issues they face and how to overcome these issues. The sample comprised thirteen teachers, whose responses were analyzed through thematic analysis to generate themes and codes. The results revealed five different themes: (a) knowledge and attitude toward ICT, (b) ICT environment ideal for playing and learning, (c) ICT integration in children’s play-based learning, (d) beliefs about ICT in children’s education, and (e) obstacles to integrating ICT into children’s play-based learning. The overall results from the study were that early childhood teachers highly valued ICT integration into children’s play and learning; however, their knowledge and practices remained simple and traditional. The teachers showed an interest to develop themselves, their knowledge, and their practices to provide more productive and positive learning experiences for the children. To address gaps between teachers’ knowledge and practices, and their high value of ICT, future research should examine the reasons of this differentiation of valuing and but not practicing. This study contributes to the field of early childhood education by showing how early childhood teachers perceive and practice ICT in children’s education, and how their knowledge and understanding shape their practices. Furthermore, the study findings could assist policymakers in knowing how to develop and enhance teachers’ practices.