Volume 15
INFLUENCE OF DIGITAL TOOLS DEVICES AND INTERACTIVE MEDIA IN FACILITATING LEARNING AMONG PRESCHOOL CHILDREN IN LAGOS STATE
CHUKWUDI, Miracle Chidinma, OKOLI, Nkem Maureen, IPINLAYE, Temidayo. Joseph, JOHNSON, Oluwayemisi Oluwamayowa & FEJOKU, Ekene Philomena
Abstract
The rapid advancement of digital technology in the 21st century has signicantly reshaped educational
practices, particularly in early childhood education. This study examined the influence of digital tools, devices, and interactive media on preschool children's learning outcomes in Lagos State, Nigeria, with a focus on cognitive, socio-emotional, literacy, numeracy, and fine motor development. Adopting a cross-sectional survey research design, the study involved 360 preschool children aged 3–5 years, their teachers, and parents drawn from 18 public and private preschools across six local government areas in Lagos State. Data were collected using a teacher questionnaire, a parent questionnaire, and an Early Learning Achievement Test (ELAT). Descriptive statistics, independent samples t-tests, Pearson correlation, and multiple regression analyses were employed at a 0.05 level of significance. Findings revealed significant disparities between public and private preschools, with children in private schools demonstrating higher learning outcomes, attributable to better access to and more frequent use of digital resources. While parental education level had a modest but significant effect, the moderating effect of teacher qualification did not significantly predict learning outcomes. The study concludes that developmentally appropriate and well-facilitated digital integration can enhance preschool learning, but
Unequal access risks widening educational disparities. It recommends targeted government investment in public preschool digital infrastructure, professional development for teachers in digital pedagogy, and parental sensitization on guided digital use. These measures are critical for maximising the benefits of digital learning while ensuring equity in early childhood education.
Keywords
Digital Tools, Interactive Media, Preschool Education, Early Childhood Development
Full Text
Download
References
Blanchard, D. & Moore, S. (2022). TV as storyteller: How exposure to television narratives impacts at-risk
preschoolers' story knowledge and narrative skills. British Journal of Developmental Psychology,
27(1), 47–69.
Ruth, T. & Paul J. (2022). The association between social media use and sleep disturbance among young adults. Preventive Medicine, 85, 36–41.
Brown & Duquid (2022). Touchscreen tablets and emergent literacy: Journal of Early Childhood Education,
42(4), 231–239
Dabaghand, Reo (2021). Are internet use and video game playing considered addictive behaviors? Biological, clinical, and public health implications for youths and adults. Minerva Psichiatrica, 53(3), 153–170
Donohue, C., & Schomburg, R. (2023). Technology and Digital Media in the Early Years: Tools for Teaching and Learning. Routledge.
Ebeh, Y. (2022). Early Childhood Education in Nigeria: Policy Issues. Journal of Nigeria Education Research
Reporters Association (JNERA), 12 (1), 72-81.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2024). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34.
Kara, E. A. (2022). The effects of early technology use on the development of young children (Master's theses and capstone projects, Northwestern College). Research Online@https://nwcommons.nwciowa.edu/educaon-masters
Linebarger, W. & Piotrowski, K. (2023). E-learning: Using ICT to support your professional development and
children's learning. In T. Bruce (Ed.), Early childhood: A guide for students (pp. 18–20). London, UK:
SAGE Publications Ltd.
Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J. C., & Scott, F. (2024). Exploring Play and Creativity in
Preschoolers' Use of Apps: Final Project Report. University of Sheffield.
Mitofani, O., Paul, M., & Spencer, N. (2023). Is aggression in children with behavioral and emotional difficulties associated with television viewing and video game playing? A systematic review. Childcare,
Health and Development, 35(1), 5–15.
Neumann, M. M., & Neumann, D. L. (2014). Touchscreen tablets and emergent literacy. Early Childhood
Education Journal, 42(4), 231–239.
Oduolowu, E. Akinbote O & Lawal, B (2023). Problems, challenges, and benefits of implementing e-learning in Nigerian Universities: An Empirical Study. Doi: 10.3991njet-v411.653.
Ogunlade, J. O., & Ojo, T. R. (2020). Teachers' preparedness for integrating ICT in preschool education in
Nigeria. Nigerian Journal of Educational Research and Evaluation, 19(2), 105–115.
Olaniyi, T. (2022). Computer use in school: Its effect on posture and discomfort in schoolchildren. Work, 32(3), 321–328
Olaojo, I. Adewumi, O. & Ajisola, A. (2022). Watching television is associated with childhood obesity, but is it
clinically important? International Journal of Obesity, 171–175.
Palaiologou, I. (2024). Children under five and digital technologies: Implications for early years pedagogy.
European Early Childhood Education Research Journal, 24 (1), 524.https://doi.org/10.1080/1350293x.2014.929876