Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 3 (2026)

Information and Communication Technology Integration and Early Childhood Experiences of Kindergarten Learners

Rosalyn C. Capis | Raymond D. Espiritu

Discipline: Education

 

Abstract:

The integration of information and communication technology in kin-dergarten education has become a relevant instructional concern as schools increasingly adopt technology-supported approaches to en-hance early childhood learning. This study examined the role of infor-mation and communication technology integration in developing the early childhood experiences of kindergarten learners in selected pub-lic elementary schools in the lowland areas of Subic District, Subic, Zambales. It focused on the extent to which technology-supported in-struction relates to learners’ engagement, participation, interaction, and overall classroom learning experiences. The study employed a quantitative, nonexperimental, descriptive-correlational research design. Kindergarten teachers served as respondents and were se-lected through total population sampling. Data were gathered using a validated modified-adopted questionnaire and were analyzed through appropriate descriptive and inferential statistical proce-dures. Findings revealed that information and communication tech-nology integration was highly evident in kindergarten instruction, particularly in the appropriateness of technology-based activities. However, the availability of tools and resources emerged as the least evident dimension, indicating the need for improved access to digital infrastructure and instructional materials. Learners’ early childhood experiences were also assessed as highly positive, especially in terms of engagement and learning experience. Results further showed that teacher age significantly influenced perceptions of ICT tool availabil-ity, while accessibility and utilization of technology, together with teacher competence, were significantly associated with learners’ en-gagement, participation, and interaction. The study concludes that ICT integration becomes more meaningful in kindergarten instruc-tion when digital tools are accessible, developmentally appropriate, regularly utilized, and effectively facilitated by competent teachers.



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