CHIRANJIBI BEHERA,PROF. AMULYA KUMAR ACHARYA
DOI: https://doi.org/Objective: Technology integration in early childhood care and education (ECCE) settings has expanded rapidly, yet evidence regarding its effectiveness and implementation challenges remains fragmented. This systematic review synthesized current evidence on technology integration in ECCE settings, examining learning outcomes, implementation barriers, and equity considerations for children aged 0- 8 years.
Methods: A comprehensive literature review was conducted following systematic review principles. Electronic databases (Scopus, Web of Science, ERIC, PsycINFO) were searched for peer-reviewed studies published between 2010 and 2025. The selection criteria focused on empirical studies examining technology integration in ECCE settings. A narrative synthesis approach was employed to analyze findings across multiple domains, including learning outcomes, implementation challenges, and equity considerations.
Results: An analysis of contemporary literature revealed consistently positive effects of technology integration across multiple developmental domains. The evidence indicates significant benefits for cognitive development, subject knowledge acquisition, social development, emotional development, motivation, and engagement. However, implementation faces substantial barriers, with technical infrastructure limitations, inadequate teacher training, and insufficient organizational support representing primary challenges across studies.
Conclusions: While technology integration shows promise for enhancing early childhood learning outcomes, successful implementation requires addressing systemic barriers through comprehensive teacher professional development, infrastructure investment, and equity-focused policy interventions. Future research should prioritize longitudinal outcome studies, cost-effectiveness analyses, and culturally responsive implementation frameworks.
