An Assessment of the Impact of Information and Communication Technologies at Early Childhood Development

Abstract

Teaching and learning are gained through informational and constructional learning. Informational learning is acquired through book study and teacher directed lessons. Constructional learning entails, manipulating information, discovering, creating new knowledge and organisation of knowledge and ideas. Both methods are regarded as important, however, constructional learning is more preferable. Success in learning can be measured by increased aspects of critical thinking, enthusiasm, self-esteem, problem-solving or imagination. The study was undertaken to establish the causal effect of ICT aided teaching and learning at the early childhood development (ECD) level. To establish the effect, a comparison of ICT aided teaching and learning against traditional ways of teaching and learning was conducted. A quasi-experimental design with one experimental group and a control group was adopted. Two ECD level B
classes with a total number of 64 children at infant school in Harare, Zimbabwe were randomly assigned to experimental and control group status. The experimental group had 33 children and control group 31 children and each child was assessed individually. Data was collected using a questionnaire for teachers and exercises/activities were given to assess pupils individually. The obtained results indicated that the use of ICTbased
learning had a positive impact on ECD education.