FOSTERING THE DEVELOPMENT OF 21ST CENTURY COMPETENCIES THROUGH TECHNOLOGY IN YOUNG CHILDREN: PERCEPTIONS OF EARLY CHILDHOOD EDUCATORS

"This study explored early childhood educators’ perceptions of technology in facilitating the development of 21st-century competencies in young children in South Africa. This study employed a qualitative, exploratory case study design which was informed by two established frameworks: the technological pedagogical content knowledge (TPACK) and the framework for 21st-century learning. Data were obtained from four preschool educators in different Early Childhood Development centers in the inner-city of South Africa using classroom observation, field notes, and semi-structured interviews. The collected data were interpreted and categorised into codes using content analysis. Findings reveal that the technology tools used by sampled practitioners include video games, learning applications, and robotics construction kits. It was found that educators integrated these technological tools in the practical lessons using play (game)-based activities. The use of these technology tools assisted educators in fostering 21st-century competencies such as creativity, critical thinking, collaboration, communication, and technology literacy in young children. However, educators were concerned that the effective use of these technologies with efficient instructional strategies to promote 21st-century learning is constrained by limited access to reliable content, updated soft wares, internet connectivity, level of administrator support, and lack of training. It is recommended in this study that the relevant stakeholders in the early childhood sector encourage educators to attend training and professional development that will enhance their knowledge, practice, and confidence in using technology to transform learning experiences and foster the development of 21st-century skills in young children."