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

Rosalyn Capis; Raymond D. Espiritu

doi:10.11594/assrj.01.03.16

Authors

Rosalyn Capis president ramon magsaysay state university
Raymond D. Espiritu president ramon magsaysay state university https://orcid.org/0009-0006-1314-6027

DOI:

https://doi.org/10.11594/assrj.01.03.16

Keywords:

Information and communication technology integration, kindergarten instruction, early childhood experiences, teacher competence, descriptive-correlational research

Abstract

The meaningful integration of information and communication technology in kindergarten education has become increasingly important in creating engaging, interactive, and developmentally appropriate learning experiences for young children. This study determined the role of information and communication technology integration in developing the early childhood experiences of kindergarten learners in selected public elementary schools in the lowland areas of Subic District, Subic, Zambales, during Academic Year 2025–2026. The study is significant as it provides empirical evidence on how technology-supported instruction relates to learners’ engagement, participation, interaction, and overall learning experience in early childhood classrooms. A quantitative, nonexperimental, descriptive-correlational survey design was employed, involving 35 kindergarten teachers selected through total population sampling. Data were gathered using a validated modified-adopted questionnaire and analyzed using frequency, percentage, mean, standard deviation, one-way analysis of variance, and Pearson product-moment correlation. Findings revealed that information and communication technology integration in kindergarten instruction was generally highly integrated, with appropriateness of technology-based activities emerging as the strongest dimension, while availability of tools and resources was the weakest. The early childhood experiences of learners were rated very high, particularly in engagement and learning experience. Only age showed a significant difference in relation to the availability of tools and resources. Moreover, accessibility and utilization of technology and teacher competence showed significant positive relationships with learners’ engagement, participation, and interaction. The study concludes that technology becomes more influential in kindergarten learners’ classroom experiences when it is accessible, regularly utilized, and facilitated by competent teachers. The findings imply the need to strengthen infrastructure, provide child-friendly digital resources, and sustain professional development programs for kindergarten teachers.

Keywords: information and communication technology integration, kindergarten instruction, early childhood experiences, teacher competence, descriptive-correlational research

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