Study of Technology-Enhanced Learning in Early Childhood Settings in Abuja Federal Capital Territory

Technology-enhanced learning environments offer significant potential for early childhood skill development when used appropriately, and examining their implementation in Abuja's growing private early childhood sector provides evidence for practice standards and caregiver guidance. This study investigated the use of technology-enhanced learning tools in private early childhood settings in Abuja Municipal Area Council, Federal Capital Territory. A descriptive mixed-methods design employed facility surveys at 20 private ECD centres, questionnaires administered to 30 ECD teachers, and structured parent interviews with 60 parents. Survey dimensions covered device availability, application types used, screen time management practices, educational versus entertainment orientation, and teacher guidance capacity. Results showed that tablets or smart television screens were present in 75 percent of the sampled centres. Educational applications were used in 55 percent of settings, though only 22 percent of teachers had evaluated the developmental appropriateness of the apps in use. Mean daily screen time in technology-using settings was 48 minutes, exceeding WHO recommendations for under-threes in 40 percent of those settings. Joint adult-child technology use was practised in only 18 percent of observed sessions. Parents expressed high satisfaction with technology provision but low awareness of screen time guidelines. The study concludes that technology is widely present but inconsistently managed in Abuja ECD settings. Recommendations include ECD-specific screen time guidelines for Nigerian settings, teacher training in educational technology curation, and parent communication on developmentally appropriate technology use.

Keywords: technology-enhanced learning, early childhood settings, Abuja, screen time, educational technology