Even though many early childhood development centres are equipped with the latest computer technologies, multiple studies seem to be pointing to the fact that these are not used functionally for the benefit of the learners. This qualitative study explores the teachers’ perceptions and practices regarding the use of computers for instruction in early childhood development settings. The study employed the case study research design and used the purposive sampling strategy to select twenty teachers who participated in the study. Data was collected using the observation, questionnaire and interview. The major findings of the study were that: teachers had a limited understanding of the value of computer education for young children, they also lacked requisite knowledge and skills in computer operations, and as a result most of them did not use computers for instruction. The study concluded that computer education at early childhood development centres is not being effectively implemented due to various challenges. It is recommended that relevant school authorities and stakeholders find ways of providing quality computer facilities, equip teachers with the necessary knowledge and skills in computer literacy, and supervise the implementation of computer education in preschools.
Early childhood development settings, computer, perceptions, practices
