Children, Play and Computers in Pre-School Education – Literature review Example

Download full paperFile format: .doc, available for editing

The paper “ Children, Play and Computers in Pre-School Education” is a   dramatic variant of literature review on education. Information and communication technology, especially the computer plays an important role in early childhood education. The computer is an effective technology that not only improved the way of teachings, but also enhanced the learning disposition of the children. The children especially of 3-5 years, who are in their early-childhood phase, like to explore new things and also like to interact with new technologies. The use of computers in pre-school settings shows distinct results in many types of research.

To understand the impact of computers in early childhood education, I have selected two article journals. Both article journals explain the similar topic, but in a different way. In this paper, a brief summary of both of the articles has been given. Moreover, the critical response to both articles and its comparison also given to clarify the impacts of ICT and computers in the pre-school education of the children. The first journal article that I have selected is “ Children, play and computers in pre-school education” . The article explains the impacts of information and technology in the pre-school years of the education of children.

The writer tries to draw attention to the importance of pre-school education and the long-lasting effect of computers and technology on the learning of the children. The article first describes the pre-school education and its role in the learning process of the children. Two types of learning processes have been explained in the article. The first is formal learning and the other is informal learning. Some of the children can easily understand the text-based instruction during learning, but on the other hand, there are some children who fail to understand and interpret the text-based instruction thus for those children the technology and computer-based instruction are used by their teacher to teach them complex instructions.

The observation and experimental research methodology have been chosen by the researcher. The experiment has been done in Scotland. In Scotland, the school-going age is 5 years, but there are almost 98% of children of 4 years old, and 83% of children of 3 years old start going pre-school before taking admission in formal schooling.

Pre-school education is not a formal education. It lies in the category of informal education. Furthermore, the article also explains the effect of information and communication technology on the pre-school education of children between 3-5 years. The article also explains one useful approach that can be used, when a child uses the computer as a novice. The approaches are helpful in analyzing the learnings of the children. A different approach gives different results like some children want supervision, but some want to explore new things without any interruption.

The researcher has explored different results from different approaches that helped the researcher in drawing his interpretation of the impact of information and communication technology on pre-school children. Moreover, the article also describes different techniques that children learned by interacting with computers. Thus, the different benefits of the computer have also discussed in the results. According to the researcher, children learn many practices and techniques from the computer and computer is an interesting technology for the children of the age 3-5. In the end, the researcher also suggests a new policy framework for information and communication technology because the results were very positive.

The results clearly show that children not only play on the computer system even they learn many useful techniques with the help of a computer. The only requirement to fit information and communication technology in the pre-school setting is to effectively monitor the learnings and impacts of the computer-based learning because some children need proper guidance and some do not need any instructions (Plowman & Stephen, 2005).    


Anzalone & Stephen, 2001. ICTs to Support Learning in Classrooms in SEAMEO Countries: At What Costs?. Journal of SEAMEO, 1(3), pp. 9-26.

BEC inc, 2002. Information and Communication Technology (ICT) and Education, New York: Harvard University Report.

Bertrand, J., 2007. A Framework for Ontario Early Childhood Settings, Toronto: Best Start Expert Panel on Early Learning.

Blackwell, C. K. & Lauricella, A. R., 2013. Adoption and use of technology in early education The interplay of extrinsic barriers and teacher attitude. Journal of Computers & Education, 69(7), p. 310–319.

BROOKER, L. & SIRAJ-BLATCHFORD, J., 2002. ‘Click on Miaow!’: how children of three and four years experience the nursery computer. Contemporary Issues in Early Childhood, 3(2), pp. 251-273.

Brown & Adler, 2008. Minds on fire: Open education, the long tail, and Learning. EDUCAUSE Review, 43(1), p. 16–32.

CLEMENTS, D. H., 2002. Computers in Early Childhood Mathematics. Contemporary Issues in Early Childhood, 3(2), pp. 160-181.

Derese, S., 2001. Proposal Writing, Nairobi: University of Nairobi.

Donato, 2000. Sociocultural contributions to understanding foreign and second language classrooms. 2nd ed. New York: Oxford University Press.

FOX, N., 1998. How to Use Observations in a Research Project, London: TRENT FOCUS GROUP.

Gomm, Hammersley & Foster, 2000. Case study method: key issues. 2nd ed. London: Sage Publications.

Helsinki, 2009. Ethical principles of research in the humanities and social and behavioral sciences and proposals for ethical review, s.l.: National Advisory Board on Research Ethics.

Inan & Lowther, 2010. Laptops in K-12 classrooms: exploring factors impacting use. Computers and Education, 55(7), p. 937–944.

Liebert & Wicks-Nelson, 1986. Developmental Psychology. 4th ed. New York: Prentice-Hall.

M.O'Hara, 2008. Young children, learning, and ICT: A case study in the UK maintained sector. Technology, Pedagogy, and Education, 17(1), p. 29–40.

M.Yusuf, 2005. Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal, 6(3), pp. 316-321.

Marsha, 2010. Using informal classroom observations to improve instruction. Journal of Educational Administration, 48(3), pp. 337 - 358.

Noor-Ul-Amin, S., 2012. Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience, Kashmir: University Of Kashmir.

Normak, P. & Kaipainen, K. P. a. M., 2012. An Ecological Approach to Learning Dynamics. Educational Technology & Society Journal, 15(3), p. 262–274.

Ottenbreit-Leftwich & Glasewski, 2010. Teacher value beliefs associated with using technology: addressing professional and student needs. Computers and Education, 55(3), p. 1321–1335.

Plowman, L. & Stephen, C., 2005. Children, play, and computers in pre-school education. British Journal of Educational Technology, 36(2), p. 145–157.

Roberts-Holmes, G., 2013. Playful and creative ICT pedagogical framing: a nursery school case study. Early Child Development and Care, 1(3), pp. 1-15.

Ross, K. N., 2010. Quantitative research methods in educational planning. UNESCO International Institute for Educational Planning, 1(5), pp. 1-67.

Rowley, J., 2009. Using Case Studies in Research. Management Research Reviews, 1(4), pp. 16-27.

Springett, K. & Campbell, J., 2006. AN INTRODUCTORY GUIDE TO PUTTING RESEARCH INTO PRACTICE. PodiatryNow, 1(11), pp. 26-28.

Tannhauser, J. & Matthewson, L., 2015. Empirical evidence in research on meaning. Journal of Ohio State University, 1(7), pp. 1-48.


Vacca, J., 2008. Scaffolding is an Effective Technique for Teaching A Social Studies Lesson About Buddha to Sixth Graders. Journal Of Adolescent and Adult Literacy,, 51(8), pp. 652-658.

Waddell & McBride, 2008. Early Childhood Education. 2nd ed. NewYork: Nova Science Publishers, Inc.

Wolfe & Flewitt, 2010. New technologies, new multimodal literacy practices, and young children’s metacognitive development. Cambridge Journal of Education, 40(4), p. 387–399.

Download full paperFile format: .doc, available for editing
Contact Us