The Impact of Technology on Early Childhood Education

Assignment Brief

Critical Literature Review

Assessment task details and instructions

The critical literature review should present a substantial review of literature relevant to your project (knowledge in your chosen topic area). Therefore, the content of everyone’s literature review will be different.

There should be critical evaluation of articles, discussion and clear argument (comparing and contrasting the main points) which places your project in context and shows strong justification for your choice of project.

You must decide which areas of literature are significant for your project and why. Your literature review must do more than describe literature; you should critically discuss factors of the literature that are most relevant. To be ‘critical’, you are required to read around the subject area, some articles will support your ideas, and some will not. You need to demonstrate knowledge of both perspectives and consider how these views are relevant to your work. You should have clear reasons for your assessment of the literature and by justifying these points you will be stating your critical analysis and judgement (in support and in opposition) to your project ideas. 

Presentation/formatting of the Critical Literature Review:

The critical literature review must be presented as a word document. You are required to number the sections of your work and use page numbering.

You must state the word count at the end of your literature review

Assessed intended learning outcomes

On successful completion of this assessment, you will be able to:

1. Apply research techniques, define objectives and establish scope for a substantial piece of work.

2. Design, plan and organise a substantial piece of work.

3. Design software, or other practical outcomes/deliverables from the work, as part of a documented requirements process.

4. Research a topic, related to an aspect of the degree programme, in depth by searching in, and studying the literature and by carrying out original research.

5. Write a substantive document to include a review of relevant literature.

Sample Answer

The Impact of Technology on Early Childhood Education

Introduction

This literature review critically examines the role of technology in early childhood education (ECE), focusing on how digital tools influence learning outcomes, engagement, and social development. With the rapid integration of tablets, interactive whiteboards, and educational software in classrooms, understanding the benefits and limitations of technology is crucial. The review analyses theoretical frameworks, empirical studies, and policy perspectives, identifying key debates and research gaps that justify further investigation into best practices for technology use in ECE.

Theoretical Background

Several theoretical frameworks underpin research on technology in ECE. Vygotsky’s social constructivist theory (1978) emphasises that learning occurs through social interaction, suggesting that technology should facilitate collaborative experiences. In contrast, Piaget’s cognitive development theory (1952) highlights stages of individual learning, arguing that technology must be age-appropriate to support developmental readiness. While Vygotsky provides a strong argument for interactive apps and shared digital tasks, it does not fully address individual differences in attention span and screen time. Piaget’s framework highlights developmental constraints but underestimates the potential of technology to scaffold learning through adaptive software. These complementary perspectives indicate the need for a balanced approach to technology integration in ECE settings.

Critical Evaluation of Key Literature

Impact on Learning Outcomes

Research indicates that appropriately designed digital tools can enhance early literacy and numeracy skills. For example, Neumann and Neumann (2014) found that preschool children who used interactive literacy apps demonstrated significant improvement in letter recognition and phonemic awareness compared to peers using traditional paper-based activities. However, other studies, such as Haugland (2017), argue that excessive screen time may hinder problem-solving and fine motor skill development. The discrepancy appears to be due to differences in intervention duration, teacher involvement, and software quality. This critical evaluation suggests that while technology can support learning, its effectiveness depends on guided use and educational alignment.

Social and Emotional Development

Technology’s role in social and emotional learning is contested. Blackwell et al. (2014) demonstrated that collaborative digital games can foster cooperative problem-solving and peer interaction, aligning with Vygotsky’s principles. Conversely, Radesky et al. (2015) warn that unsupervised screen use may reduce face-to-face social interactions, leading to increased social withdrawal in some children. Comparing these studies highlights that technology is not inherently beneficial or harmful; rather, its impact is mediated by adult guidance and contextual factors such as classroom design and teacher training.

Policy and Access

Government and institutional policies significantly shape technology adoption. The UK Department for Education (2019) encourages integrating digital tools to enhance learning, yet acknowledges that access inequalities can exacerbate the digital divide. Research by Plowman and Stephen (2013) indicates that children from lower-income households often have less exposure to high-quality educational technology, which may limit the generalisability of findings across socio-economic groups. This policy perspective demonstrates that critical consideration of equity is essential when implementing technology-based interventions.

Methodologies and Approaches

Studies employ a range of methodologies, from controlled experiments to ethnographic observations. For instance, Ching et al. (2018) used a quasi-experimental design to measure literacy gains from tablet use, providing quantitative evidence of effectiveness. In contrast, Burnett and Merchant (2019) conducted qualitative classroom observations, revealing insights into how teachers scaffold technology use for engagement and behaviour management. Both approaches are valuable: quantitative studies provide measurable outcomes, while qualitative research offers rich context and practical implications.

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