Digital technologies and the teaching of science process skills in early childhood development classrooms of Zimbabwe

Digital technologies and the teaching of science process skills in early childhood development classrooms of Zimbabwe | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Digital technologies and the teaching of science process skills in early childhood development classrooms of Zimbabwe Agnes Pakombwele, Maria Tsakeni This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4625951/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The Fourth Industrial Revolution has prompted the use of digital technologies in the field of education. The technology offers opportunities that facilitate blended, on-line and mobile learning. In 2015, Zimbabwe introduced a competency –based curriculum for primary and secondary education which emphasizes on continuous development of 21st competencies from early childhood. Information and communication technology (ICT) literacy, as one of the 21st century skills emphasises that the use of digital technologies improves the quality of teaching and learning, efficacy and accessibility from early childhood development. In this context, the study sought to interrogate the current teachers’ practices on the implementation of digital technologies in ECD (Early Childhood Development) classrooms. The study adopted an interpretive paradigm and a multiple case study design involving three schools from three purposively selected ECD teachers. Data was gathered through semi structured interviews, observations and analysis of teacher artifacts. Though teachers were facing various challenges in implementing digital technologies, the approach is beneficial to young learners as future citizens to function effectively in digital environments. Schools require ECD educators to transition to multiple ways of using digital technologies to teach young learners through digital materials. The paper also suggests some implications and recommendations for early education practitioners, policy makers and researchers who are interested in integrating digital technology into early years. classroom practice early childhood development digital competencies 21st century competencies digital technology science process skills Introduction One of the fundamental components of the United Nations’ Sustainable Development 2030 Agenda is quality education. It aims to ensure inclusive and equitable quality education for all especially children from: vulnerable populations, the poor, in rural areas, with disabilities and those in refugee camps (UNESCO, 2020). Digital technologies have emerged as an essential tool to achieve quality education in early childhood development in ECD classrooms (Alelaimat et al 2021 ). Integrating digital technologies into the teaching and learning process in early childhood development has become essential and a requisite especially in the 21st century era. Empirical studies on the use of digital technologies in ECD became rampant during the advent of COVID- 19 pandemic (Al-Abdullatif, 2022 ) when face-to face learning was completely prohibited. During the same period, several researches highlighted the need for teachers to be equipped with a range of skills necessary to deliver lessons using digital technology applications to improve children’s learning at home and in school (Luo, et al 2021 ). Despite several reports on challenges that teachers are facing when employing technology to teach, digital technology remains a prerequisite in ECD teaching and learning. More importantly, research indicates that currently, children begin to interact with apps and touchscreen devices at a tender age (Tighizadeh & Yourdshahi, 2020), hence the need to explore how these apps can be incorporated in their teaching and learning process. Empirical studies indicate that even prior to the pandemic, the use of digital technologies as teaching tool was rare in early childhood education Al-Abdullatif, 2022 ). The currently implemented Curriculum Framework in Zimbabwe emphasizes the teaching of Information Technology (IT) from early childhood development. The framework has aligned with international trends toward preparing a promising generation with skills belonging to the digital future (Moyo, 2020 ). Al-Abdullatif, ( 2022 ) and Faraj et al ( 2020 ) are of the view that this initiative of preparing learners with necessary skills has been can only be achieved by training teachers with skills of dealing with online technology. In addition, the research carried out by Moyo(2020) on COVID-19 and the future of practicum in teacher education in Zimbabwe reported that teachers lack the sufficient background to design, develop and employ digital technologies in their classes. This made the teachers to face numerous challenges to deliver online lessons. Now that the pandemic has ended and traditional classroom settings have returned the research explored the use of digital technologies to enhance science process skills (SPS) in ECD classrooms. Few studies have examined the use of digital technology in teaching SPS in early childhood development with the majority of studies focusing on the online lessons in the higher education. As a result, it is timely to explore current teacher’s practices given the role of science in ECD. The major objective of the study was to explore the digital technologies that can be employed by teachers to teach SPS in early childhood development classrooms of Zimbabwe. Both the teaching of SPS and digital technologies are vital in developing 21st century skills in learners. The Zimbabwean science curriculum advocates for the teaching of science process skills from early childhood through higher and tertiary education, as noted by Chirinda et al ( 2023 ) and Mutseekwa ( 2021 ). These skills are viewed as the fundamental basis for industrial development and as a crucial link between technology and socio-economic progress, in line with Andiema ( 2016 ) perspective. This viewpoint is further reinforced by Ntuni ( 2016 ) and Haile and Mohammed ( 2017 ), who argue that a nation failing to provide top-quality science education may become reliant dependent on innovations from other countries. Early childhood education in Zimbabwe include 3–4 years(ECD A) and 4–5 years(ECD B) as well as the infant classes namely grades 1 and 2. In these classes, the teaching of science is compulsory. The science process skills that are taught are communication, classification, comparing, measuring and experimenting. This study added on to add to the scant existing literature on digital technology integration in early childhood. Literature Review Literature was reviewed in this study following the below sub-headings integrating digital technology in ECD, Early Childhood Development in Zimbabwe, science process skills and the digital classroom. Integrating Digital Technology in ECD Globally, integrating digital technology has always been a noble idea though most teachers are hesitant to integrate it into their lessons. It fosters creativity in learners and other skills though integrating it in early childhood education remains difficult. A recent systematic literature review was conducted by Luo et al ( 2021 ) to assess the attitudes of Chinese teachers towards integrating digital technology in their classrooms. The findings imply that Chinese early childhood teachers are not equipped to use digital technology effectively in their teaching practices. A similar study by Taghizadeh and Yourdshahi ( 2020 ) in Iran on early childhood English teachers’ attitudes, knowledge and usage abilities to integrate technology into language classrooms, reveal that teachers were not given the technological training to integrate digital tools into teaching language for young learners. A survey conducted by Romero -Tena et al. (2020) in Spain on early educators’ usage of technology in the classroom, concluded that teachers did not use technological tools regularly to assist students’ learning; rather, they used them for administrative purposes. The current study sought to evaluate the prepared of ECD teachers in teaching SPS using digital technologies. In Africa, several studies reveal that most ECD teachers attempted to effectively use digital technologies during the COVID − 19 pandemic when face-to –face lessons were banned. In South Africa, a study by Singh-Pillay and Naidoo ( 2020 ) on STEM education lectures’ reflections on online teaching and learning during the COVID 19 pandemic, teachers lack technical training to conduct lessons online. In others words, teachers lacked expertise on teaching and handling online lessons. In Zimbabwe, a study was carried by Nhongo and Tshotsho ( 2021 ) on the shortcomings of emergency remote teaching in rural settings of Zimbabwe during COVID-19 school closures. The study gathered that unavailability of mobile network and electricity was the infrastructural challenge that the majority of teachers identified as impeding the implementation of remote teaching in rural settings. In a similar study by Sikhangezile and Modise(2020) on social distancing, cultural and psychological effects on learners in a rural setting in Zimbabwe, the paper concluded that access to the Internet is a challenge for many learners due to the poor economic status of the country. Unavailability of internet thwarts the effort of using digital technologies in teaching because most of them work with internet. Early Childhood Development in Zimbabwe Contemporary educational discourse has revealed that more than half of the population in Africa consists of young people and children (UNICEF, 2020). Most governments, including that of Zimbabwe have decided to take proper care and investment in children through sound ECD programmes to ensure a bright future for the continent, with well-developed human capital and enhanced productivity (Mangwaya et al ., 2016; Samkange, 2016 ). Early childhood is a crucial stage of life for a child’s intellectual, physical, social, and emotional development (Murunga, 2015). During this period of development, the growth of physical and mental abilities progresses at a tremendous rate and a greater proportion of learning takes place during this period (Mungweni, 2016). As such, children need high quality personal care and learning experiences (Mugweni, 2016 ) and relevant (ECD) programmes that connect a child’s early experiences to later learning and development (UNICEF, 2020). Contextually, ECD encompasses the holistic emotional, physical, and cognitive development of children aged 0 to 8 years. In alluded to earlier, there are two classes of ECD namely, the 3–4 year olds class, identified as ECD (A), and the 4–5 year olds known as ECD (B) (Curriculum Framework for Zimbabwe, 2018). This study mainly focused on the ECD B class. The class will be attending grade one the following year. The policy goal for including the two classes in the primary school education system was to make it compulsory for all children to attend ECD for two years as part of the nine year primary school education curriculum (The Curriculum Framework for Zimbabwe, 2018). The operations of the two classes are guided by various policies enacted by the relevant Ministry. The Mathematics and Science syllabus is a single document covering Infant Education i.e. ECD A, ECD B, Grade 1 and 2. The syllabus is designed to cover the first four years of Infant Education in Mathematics and Science, which will form the basis for Junior Education for all learners. According to the syllabus, content to be covered will include identifying, classifying, comparing, numbering, ordering and measuring of objects (Mathematics and Science Syllabus, 2015 ). The same are the skills that learners should develop during the teaching and learning of mathematics and science. The study’s interests were on exploring the teachers’ current practices on digital technologies in the class which will be in grade one the following year. Science Process skills Early childhood development advocates that science education offers unique opportunities to engage children in hands-on learning experiences that promote science process skills (Brustamante et al., 2018 ). Several authors identify the following as science process skills (SPS): communication, observing, comparing, classifying, measuring, and inferring (Dilek et al 2020 ). Mutlu ( 2013 ) highlights the importance of SPS by stating that these skills enable children to learn new information through direct experiences. Similarly, Trundle ( 2015 ) suggests that science process skills are fully integrated abilities that occur at various times during lessons as children engage with a range of learning materials during classroom activities. Furthermore, Dilek et al. ( 2020 ) conducted a study on the acquisition of process skills by young children in preschool through inquiry-based STEM activities. The study followed a mixed methodology approach which involved 5–6 year olds. The results revealed that children learn SPS through active participation in motivating STEM activities and through observing the teacher and peers. The above ideas point to the fact that children need to learn and develop the SPS through practising them during science learning. In addition, through learning SPS, young learners to create knowledge and solve problems that they encounter (Susanne & Shu-Nu, 2014; Tsakeni, 2017 ). Besides being skills, science process skills are referred to as activities which learners carry out in scientific investigations to enable the acquisition of scientific knowledge and skills (Abungu et al ., 2018). The activities include: observing, communicating, classifying, measuring, inferring and predicting (Mutlu & Termiz, 2013). In addition, several authors define science process skills as science practices that assist learners to construct knowledge, solve problems and formulate results (Tsakeni, 2017 ; Duruk et al., 2017 ). SPS are central to the acquisition of scientific knowledge that is so critical in solving problems in society (Abungu et al. , 2018; Tsakeni 2017 ). Similarly, Mugweni ( 2016 ) carried out a study which investigated ECD teachers’ conceptions of the child-centred approaches and strategies they adopt when teaching environmental science in infant classes. The results suggested that science skills are best taught to children using child-centred approaches. From the above literature, it can be concluded that the inculcation of science process skills is critical during early childhood years (Miller, 2016 ; Brostrom, 2015 ). The SPS are skills, practices or activities done during science lessons. With this value attached, it became prudent to explore the use of digital technologies in teaching SPS. In this study, the science process skills include observation, problem-solving, communication, classification, prediction and measuring. Digital classroom Digital classrooms, also known as virtual classrooms or online classrooms, are educational environments where teaching and learning take place primarily through digital technologies and the internet( Singh-Pillay & Naidoo, 2020 ; Romero-Teno et al, 2020). The digital classroom, according to Luo et al. ( 2021 ), refers to settings that utilise electronic devices and platforms such as social media, multimedia, and mobile phones for teaching purposes. As a result of digital technology integration in education, the current educational landscape has undergone significant improvements. Digital learning, as described by Al-Abudullatif et al. (2022), is an instructional approach that harnesses technology to cover the entire curriculum, enabling young learners to learn efficiently and effectively. The digital classroom is primarily centered on teaching through the use of technology, with learners using devices like laptops, tablets, and other internet-connected gadgets. These classrooms make use of a variety of digital tools and resources to support remote or blended learning experiences Conceptual Framework The integration of digital technologies in the school curriculum has been immensely adopted by many nations since the advent of COVID-19 in 2020. According to (Keane et al., 2023 ), digital technologies are electronic tools, systems, devices and resources that generate, store or process data. Well known examples of digital technologies include social media, online games, multimedia and mobile phones, tablets, interactive whiteboards, projectors, computers and smartphones. On the same vein, Marriane(2022) defined digital technology as digital devices, systems, and resources that help create, store, and manage data. An important aspect of digital technology is information technology (IT ) which refers to the use of computers to process data and information. Since the advent of COVID-19, digital technology has changed the operations of many schools and centres, from remote working to online advertising, communication apps, and social media (Timotheou, 2023). Most schools, both public and private are taking advantage of this shift to achieve quality education. Keane at al (2023) further explain teaching using online resources, learning management systems and tools, such as laptops, tablets, and mobile phones is relevant during the 21st century era. It assists learners to solve problems that encounter in daily basis and prepare them for the future. In ECD classrooms, personal computers and tablets, tools such as cameras, calculators and digital toys are essential in teaching SPS. Research Questions The study was guided by the following research questions : 1. What science process skills are taught in ECD classrooms? 2. What digital technologies can be used by ECD teachers to teach SPS in ECD classrooms? 3. How can teachers effectively use these technologies to teach SPS in learners? 4. Are there any challenges that teachers are facing during the teaching of SPS using digital technologies? Methodology A qualitative approach informed by an interpretivist paradigm was employed in exploring the digital technologies used by ECD teachers to teach SPS in ECD classroom. Qualitative research refers to a set of methods and philosophies used to understand and interpret social phenomen(Yin, 2017 ). The approach was based on the assumption that reality is subjective and is built from the person’s life experiences and interactions with the ultimate aim of producing accurate descriptions of aspects of human experiences, concerned with interpreting and understanding texts, which offer rich and deep accounts of phenomenon (Denzin and Lincoln 2011). The study examined the ECD teachers’ real –life experiences in teaching SPS in ECD classrooms. Study Participants Three teachers (one from each school) were purposively sampled due to their relevance to the study (Ponelis, 2015 ). The study purposively selected participants who possessed knowledge, expertise and experience of the phenomenon under study (Johnson & Christensen, 2014 ). The participants each had more than five years of teaching experience in ECD classrooms. Experienced participants usually communicate thoughts in an appropriate scholarly language (Mukherji & Albon, 2015 ). Permission and consent to participate in the study was sought and ethical principles of confidentiality and anonymity were adhered to (Marshall and Rossman 2011). To provide anonymity to participants, pseudonyms were assigned. The pseudonyms for teachers were Ms Hut, Mrs Todd and Ms Kayle. Participation was voluntary and participants were aware that they could withdraw consent at any time. Research methods and data collection Data were gathered through semi-structured interviews, document analysis and classroom observations during science lessons over a period of four months. Participants were observed teaching science lessons and each lesson was video-recorded. The semi-structured interviews were useful to provide insight into how digital technologies can be effectively used to teach SPS. Semi-structured interviews offered the researcher the flexibility to probe further into respondents' answers in order to gain an in-depth understanding of the behaviours, approaches, and practices of participants (Yin, 2017 ). In this study, the conversational nature of semi-structured interviews assisted in building trust and rapport with participants, leading to more honest and insightful responses (Mukherji & Albon, 2015 ). A total of 15 lessons were observed, that is, five lessons per participant. The purpose of the observations was to allow researchers to comprehend the social and academic interactions between learners and between the teacher and the learners during science lessons. This helps in identifying areas of collaboration, competition or challenges encountered that may be affecting learning outcomes (Mukherji & Albon, 2015 ) on the use of digital technologies in ECD classrooms. Each lesson observation lasted 20 minutes, which was the standard time for an ECD lesson in Zimbabwe, as scheduled on the timetable. During the observations, lessons were video-recorded and, at the same time, descriptive notes (of the actual lesson) were taken. The notes were expanded into field notes directly after each lesson, by adding personal thoughts, ideas, and perceptions (Mukherji & Albon, 2015 ; Sharan et al., 2019). The documents that were analysed are ECD syllabi, particularly the maths/science syllabus and schemes of work; they were all of an acceptable quality and relevant to teaching science in ECD classrooms (Bowen, 2009 ). The rationale for using document analysis was to acquire historical background and insights on the teaching science using technology as well as to establish whether the teachers’ practices were informed by their documents (Tight, 2017 ). In this study, document analysis was a way to ensure that the study was critical and comprehensive, because it pointed to questions that needed to be asked and to situations that needed to be observed (Bowen, 2009 ). Thematic and content analysis were used as methods to analyse and interpret data. The process involved reading the collected data several times, making notes of common ideas and coding them throughout the text (Bartlett & Vavrus, 2016 ). According to Ridder ( 2016 ), the analysis involves classifying and labelling the primary patterns in the data in order to determine substantial information. Finally, the codes were grouped together into similar clusters to create a meaningful theme. Recurring patterns or themes that emerged from the data that was generated were used and were, in turn, placed under the predetermined themes that respond to the research questions. Research Findings Three ECD teachers from three different schools participated in the study. The teachers were interviewed, their lessons observed and their documents (schemes) analysed. The pseudonyms for teachers were Ms Hut, Mrs Todd and Ms Kayle. The data was grouped in themes Science process skills taught by ECD teachers The three participants mentioned the different science process skills they are teaching during science lessons. During the interviews, Ms Kayle identified classifying, identifying, sequencing and communication skills as science process skills that she taught. She said: Before an activity, learners identify all the learning materials or equipment to be used. If learners are aware of the materials, they will be able to sequence, classify and talk about the materials. Usually learners perform the activities in pairs or groups so that I can monitor them easily. The skills that Ms Kayle mentioned were written in the scheme book under the subheading: Topic/Content/Skills. Learners were observed classifying the identified objects according to colour, size and shape in groups. The objects included: stones and blocks of different shapes and sizes as well as seeds and bottle tops. Learners were observed communicating as they were sorting and classifying objects according to colour and size. Mrs Todd said that she teaches identifying, classifying, comparing, ordering, measuring and experimentation. According to her, these are the skills stated in the syllabus because she drew her schemes from the syllabus. During class observation, she brought salt, sugar and mealie-meal. She asked learners to identify the substances before placing them in different containers with water. Learners observed the reactions and gave feedback. She added that she engages learners in experiments as a way of exposing them in play during science learning. According to her, the experiments help learners to understand their surroundings. During the lesson named “Body Parts” learners compared and grouped the different body parts according to their functions. Ms Hut echoed that her pupils do observation, explorations, grouping, recording and drawing. She added that young children are interested in explorations outside the classrooms. She added: Science lessons have a maximum of 15 minutes only. Young learners are adventurous and need time to go out and find out more about their surroundings. Time allocated is too little for explorations and discoveries. Learners want outdoor activities more than indoor. Science is a doing subject were learners are exposed to practical lessons so that they learn by doing. Explorations were part of Ms Hut’s lessons. Learners visited the school garden to name and identify different plants and flowers. In another experiment, learners gathered materials like stones, plastic cups, wooden blocks, feathers and old spoons. Learners were asked to put all the objects in water and explain what happened. After the experiment, learners were asked to draw and colour any object of their choice. From the above information, participants identified the science process skills namely, experimentation, observation, communication, classifying recording, measuring and comparing. These skills were evident in the teachers’ scheme books and the syllabus. Data from the syllabus indicated that the SPS can be the lifelong skills which should be developed in learners so that they are relevant in their societies. From the observations made, the mentioned skills are also practical activities that learners were engaged in during science lessons. Teachers in the study took advantage of learners’ natural curiosity and exposed them to different indoor and outdoor activities where they learnt SPS. Digital technologies used to teach SPS Participants gave their sentiments on the different technologies used to teach SPS. Ms Hut explained that she occasionally use her personal laptop to teach science lessons. With the laptop she download relevant pictures from the internet and save them. She will later show the pictures to learners during the lesson. For example, she downloaded pictures showing the different stages of a maize germination. During the lesson, learners took time to view the pictures from the teachers’ laptop. They described the pictures, compared the seed at different stages. They talked about the different shape of the seed at different stages. The pictures were colourful, eye-catching and interesting to the learners. There were forty learners in Ms Hut’s classroom and they would all scramble to see pictures on one laptop. The study observed that learners were fully engrossed in the lesson. Ms Hut reported during the interview that most of her learners had computers at home and their parents possess smartphones. In a different lesson, Ms Hut downloaded the different parts of a plant, namely the roots, the branches, the leaves and the fruits. She then colour -printed the pictures using the printer at the administration office. She used the printed pictures to teach the topic on parts of a plant. Learners described the parts, compared them with the actual parts and communicated the results. During the interviews, Ms Hut said: Technology makes lessons live and interesting. The only challenge is limited data to search and download information on the laptop. Learners will be struggling to view images on a laptop. The forty learners need an over-heard projector for effective teaching and learning. At another school, Mrs Kayle admitted that she was struggling to teach technological science lessons due to limited resources available at the school. In one lesson, she took learners a video using the school camera when learners were carrying out an experiment. The experiment was on measuring water using different containers. Learners were asked to record; for example, how many cups fill in a small dish. According to the teacher, taking a video motivated learners to fully participate in the lesson. The teacher then posted the video on the WhatsApp group of parents. She said it helped parents to see how their children participates at school. However, some parents failed to download the video due to lack of data. The video was later played on the teachers’ laptop and learners had the opportunity to observe themselves. During the interviews, Mrs Kayle said: The syllabus is emphasising on including technology in the teaching of mathematics and science but it is not clear on how we can teach. Personally, I face challenges in including technology in teaching science lessons. No-one taught me how to teach using technology The teacher was observed teaching a lesson on domestic animals. After describing the animals on the chart, learners moulded their favourite animal. The teacher took pictures of finished articles of the learners. Learners compared, the photos, talk about them and classified the animals. The pictures were later posted on the same WhatsApp group for parents to see. Instead of learners carrying the article home, the parent will view the picture on the phone. It gave the parents the opportunity to further talk about the picture further at home with their children. However, the teacher complained that the camera was not always available when needed for lessons. She added that there was only one camera for the whole school. At Ms Todd’s school, there were forty computers housed in the computer lab. It was only during computer lessons when learners were allowed to enter the laboratory. She further said: I have my personal laptop and tablet. When I scheme and plan all science lessons, I use my tablet and all my work is stored on the desktop in my tablet. Ms Todd lamented that whilst computers are available at their school, first preference is given to examinable classes, grades six and seven learners. Because of that, most of the lessons are done on her computer and using her cellphone. Ms Todd said that at the lab learners can play games or complete scientific or mathematics puzzles. At the lab, the activities are done in pairs or in groups. In one activity, learners observed a video where pupils were carrying out an experiment. After watching the video, Ms Todd instructed the learners to carry out the same experiment. The activity was meant to develop prediction and imagination skills in learners. One of the cross-cutting themes in the mathematics and science syllabus is ICT. ICT stands for Information and Communication Technology a term used to describe the use technology to provide access to information and communication. Despite the challenges, participants were integrating ICT in the teaching and learning of SPS. The digital tools used by teachers were; laptop, desktop, camera, smartphones and computers. These digital tools were used differently by teachers. Challenges faced by ECD teachers in the teaching of SPS using digital technologies Teachers in the study indicated that despite their commendable efforts to teach SPS using digital technologies, they were facing some challenges. Some of the challenges include: overcrowded classrooms, poor interpretation of the syllabus, shortage of resources, adequate time and limited resources. Overcrowded classrooms Ms Hut reported that there were forty learners in her classroom. According to her, the policy states that an ECD class should have a maximum of twenty-one learners. The overcrowded classroom exposed learners to scramble for the limited resources provided by the teacher. During the lesson. She said: There are forty-learners in this classroom. As you can see, the classroom is also small that the learners cannot fit well. I need about 8 laptops to carry out my activities properly. I cannot effectively monitor the learners during the activities. I also avoid some of the activities due to the large number of learners. The study observed that all the forty learners were being taught using the teacher’s laptop. The overcrowded classroom hindered active participation of learners because learners were squeezing each other to come closer to the laptop. Considering the age of learners, overcrowding hindered performance of some activities and was an impediment to classroom management. Teachers also failed to cater for individual needs of learners. Poor interpretation of the syllabus The study found out that Mrs Kayle was struggling to teach SPS using technology. She agreed that although ICT was one of the cross-cutting theme in the syllabus, it was difficult for her to interpret the syllabus. She explained: We need to be taught through workshops how to include ICT in our science lessons. Though the topics and content to be covered are clearly stated in the syllabus, the technologies to be taught remain ambiguous. Contrary, Mrs Todd enjoyed integrating subjects with technology. She said: Our school head is always emphasising on including technology in all the subjects. I make use of the forty computers in the lab whenever I get the opportunity. I also use my computer and my tablet to teach so that learners are not left behind in terms of technology . The two teachers shared different sentiments on their practices on teaching using technologies. Besides facing challenges in syllabus interpretation, Mrs Kayle acknowledged the significance of technology in the teaching of SPS. However, it is prudent to note that they both value ICT in their teaching though they need extra assistance. The study can also conclude that teachers need skills and competencies to teach using digital technologies. Shortage of resources Whilst digital technology enhances the teaching of SPS, the teachers agreed that there was shortage of resources in schools to effectively teach science skills using digital technologies. When they were available, for example in Mrs Todd’s school, they were limited to examinable classes, e.g. grades 6 and 7. Mrs Todd felt neglected by the school administrators on resource allocation. Due to the curriculum which is exam–oriented, administrators gave first preference to examination classes first. Mrs Kayle added that shortage of resources hindered learners from participating in online science lesons like their counterparts in other places. .The limited resources included internet, data and the digital tools to use during the lessons. Teachers were teaching using personal gadgets. This appeared to hinder progress in the teaching and learning of SPS since much class time was spent with inadequate resources. Inadequate time The mathematics and science syllabus states that science lessons should be taught in 20 minutes. Mrs Hut had this to say: Time allocated in the syllabus for a practical science lesson is inadequate. Learners need adequate time for explorations, discussions and to finally agree on conclusions. Young children are energetic and still developing various skills, they need enough time from feedback. In addition, 40 learners are difficult to manage within twenty minutes. Mrs Hut mentioned that only twenty minutes were allocated for lessons in ECD. The time seem too limited for outdoor activities like explorations and discoveries. The syllabus indicates that there are eleven learning areas (subjects) to be taught in ECD. Besides mathematics and science, learners have other seven learning areas to learn per day. Time allocation for each learning area per day remains twenty-minutes. Given this scenario, Mrs Hut advocated for a double continuous science lesson once a week. The double lessons will be allocated for an outdoor activity. Discussion of Findings The study observed that SPS taught in ECD classrooms were: communication, observation, prediction, measuring, identification, describing and classification. These skills were described by participants as skills, competencies, content or activities taught during science lessons. The study gathered that the skills assist learners in acquiring scientific knowledge, ideas and skills. Besides promoting the total development of learners, contemporary research suggest that SPS equip learners with problem solving and critical thinking, decision-making, decision-making and collaboration which are 21st skills((Al-Abdullatiff, 2022, Faraj et al, 2020 ; Singh-Pillay & Naidoo, 2020 ). On this regard, (Chirinda et al 2023 ; Tsakeni, 2017 ) support that SPS should be introduced to learners as early as early childhood development. Against this background, it becomes imperative to integrate digital technologies in teaching science process skills since science education in general is known to advance characteristics that are considered within education to be 21st -century skills (Faraj et al. 2020 ; Keane, et al 2023 ). The integration of digital technologies in the teaching of SPS has been identified by participants as child-centred approach to teaching science. The approach which adds value, variety and quality to children’s learning of science (Dilek et al. ( 2020 ). Child-centred approaches are progressive teaching methods which demands learners to actively participate in constructing new scientific knowledge and ideas. Both SPS as well as ICT skills are life-long competencies needed for employment and professions as all nations embrace the fourth industrial revolution (Al-Abdullatif, 2022 ; Bugis, 2018 ; Keane et al. 2023 ). As a newly embraced methodology, the teaching of SPS with technology expose learners to hands-on activities through experiments, explorations, observations and discoveries. Against this background, it becomes very important to expose ECD learners to science and technology in this digital revolution. The study observed that participants were using different digital tools to teach SPS. The digital tools used by teachers were; laptop, desktop, camera, smartphones and computers. The role of the teacher was to plan and facilitate technological lessons (Haile & Mohammed, 2017 ; Bugis, 2018 ) which exposes learners to solve problems. Teachers need to be innovative, creative and become deep critical thinkers in order to teach digital technology successfully (Luo, 2021). Several researches highlighted the need for teachers to be equipped to employ a range of digital technology applications to improve young children’s learning at home and in school (Al-Abdullatif, 2022 ). Teachers lack the sufficient background to design, develop and employ digital technologies in their classes (Bugis, 2018 ; Al-abdullatif, 2022 ). Whilst the teaching of SPS using digital technologies proved to be helpful, the study concluded that teachers were facing various challenges in teaching SPS with digital technologies. The challenges included, among others overcrowded classrooms, poor interpretation of the syllabus, shortage of resources, adequate time and limited resources. Teachers in the study lamented lack of relevant and adequate skills to teach technologically, coupled with poor syllabus interpretation skills. A similar study carried out in Saudi Arabia suggested that teacher education programs in Saudi Arabia should include more technology-related courses centralized around the design and production of various digital technologies in early childhood (Al-Abdullatif, 2022 ; Alelaimat, 2021). It is therefore recommended that teacher training institutions should offer programmes on in technology teaching. Conclusion ICT is identified as a cross-cutting theme in the current Zimbabwean Mathematics and Science Syllabus for early childhood development. The theme emphasizes integration of ICT in teaching SPS during science lessons. The integration process is regarded as a child centered approach to teaching which requires teachers to have adequate, knowledge and skills to effectively develop the scientific competencies in learners, The SPS competencies or skills include: communication, classifying, measuring, identifying among others. The teachers’ commendable efforts on teaching SPS with digital technologies were hindered by various challenges including: limited knowledge and skills, such as shortage of technological tools, lack of support from school administrators and poor school infrastructure among others. The study therefore concluded that the integration of digital technologies in the field of early childhood education in Zimbabwean early childhood classrooms is considered limited despite the emphasis and reinforcement by the Ministry of Primary and Secondary Education on the need to elevate the role of digital technologies in improving the learning outcomes of young children. The study applauded that teachers for utilizing their personal resources as a mitigating measure. The resources included personal tablets, laptops and smartphones to teach as social media platform like WhatsApp groups. Teachers condemned the platform as an instructional tool citing challenges of failure to assess, monitor and evaluate learners’ performance. Declarations We, Pakombwele Agnes and Tsakeni Maria declare that this research paper titled Digital technologies and the teaching of science process skills in early childhood development classrooms of Zimbabwe is entirely our own work, except where otherwise acknowledged. We have cited all sources used in this paper and have not plagiarized any material. Furthermore, any contributions from others to this work have been duly acknowledged. We affirm that this research adheres to ethical principles and guidelines established by [ Discover Education Journal. Human subjects involved in this study were treated in accordance with ethical standards and informed consent was obtained from all participants. We understand the consequences of academic dishonesty and take full responsibility for the content of this paper. We declare that no part of this research has been previously submitted for any academic qualification without proper citation. Data Availability Declaration The raw/processed data required to reproduce the above findings cannot be shared at this time as the data also forms part of an ongoing study. The required data can be shared in due course. Ethics statement The research reported herein was conducted in accordance with ethical standards and has received a formal approval by the ethics committee of Research Information Management System in agreement with the University of Free State guidelines and regulations. Informed Consents Informed consents to participate and consent to publish were obtained from all the participants who were all above 18 years. References Abungu, H.E., Wanga, S.W., & Okere, M.I. 2014. The effect of science process skills teaching approach on secondary school students’ achievement in chemistry in Nyando District, Kenya. Doi:10.5901/jesr.2014.v4n6p359. Al-Abdullatif, A.M. (2022). 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Res. 2020, 9, 511–522. Samkange, W. 2016. Management and administration of early childhood development centres: the roles of school heads. Scholars Journal of Economics, Business and Management , 3 (1), 44-55. Sikhangezile, N., & Modise, M. A. (2020). Social distancing, cultural and psychological effects on learners in a rural setting in Zimbabwe. Journal of Ethnic and Cultural Studies, 7 (3), 200-209. doi:https://doi.org/10.29333/ejecs/503 Singh-Pillay, A. & Naidoo, J. (2020). Teachers’ perceptions of using the blended learning approach for stem-related subjects within the fourth industrial revolution. Journal of Baltic Science Education 19(4):583-593. DOI: 10.33225/jbse/20.19.583 Susanne, W. & Shu-Nu.C.,R. 2014. Investigating preschool and primary school teachers’ self – efficacy and needs in teaching science: A pilot study. CEPS Journal , 4 (1), 51-67. Taghizadeh, M.; Yourdshahi, Z.H. Integrating Technology into Young Learners’ Classes: Language Teachers’ Perceptions. Comput. Assist. Lang. Learn. 2020, 33, 982–1006. Tight, M. 2017. Understanding Case study research: Small-scale research with meaning . Sage Timotheou, S., Miliou, O., Dimitriadis, Y.,Sobrino, S,V., Giannoutsou, N., Cachia, R., Monés, A,M., & Ioannou, A(2022). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies. 28. 6695-6726 Trundle, K.C. 2015. Research in early childhood science education . Dordrecht: Springer. Tsakeni, M.2017. Science teaching orientations for physical sciences practical work. ISTE UNISA 2017 Conference (22-26 October), Kruger National Park, South Africa Unicef Report (2018). Unicef Annual Report 2018. Yin, R.K. 2017. Case study research and applications: Design and methods. Sage Additional Declarations No competing interests reported. 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It aims to ensure inclusive and equitable quality education for all especially children from: vulnerable populations, the poor, in rural areas, with disabilities and those in refugee camps (UNESCO, 2020). Digital technologies have emerged as an essential tool to achieve quality education in early childhood development in ECD classrooms (Alelaimat et al \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Integrating digital technologies into the teaching and learning process in early childhood development has become essential and a requisite especially in the 21st century era. Empirical studies on the use of digital technologies in ECD became rampant during the advent of COVID- 19 pandemic (Al-Abdullatif, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) when face-to face learning was completely prohibited. During the same period, several researches highlighted the need for teachers to be equipped with a range of skills necessary to deliver lessons using digital technology applications to improve children\u0026rsquo;s learning at home and in school (Luo, et al \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Despite several reports on challenges that teachers are facing when employing technology to teach, digital technology remains a prerequisite in ECD teaching and learning. More importantly, research indicates that currently, children begin to interact with apps and touchscreen devices at a tender age (Tighizadeh \u0026amp; Yourdshahi, 2020), hence the need to explore how these apps can be incorporated in their teaching and learning process. Empirical studies indicate that even prior to the pandemic, the use of digital technologies as teaching tool was rare in early childhood education Al-Abdullatif, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe currently implemented Curriculum Framework in Zimbabwe emphasizes the teaching of Information Technology (IT) from early childhood development. The framework has aligned with international trends toward preparing a promising generation with skills belonging to the digital future (Moyo, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Al-Abdullatif, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Faraj et al (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) are of the view that this initiative of preparing learners with necessary skills has been can only be achieved by training teachers with skills of dealing with online technology. In addition, the research carried out by Moyo(2020) on COVID-19 and the future of practicum in teacher education in Zimbabwe reported that teachers lack the sufficient background to design, develop and employ digital technologies in their classes. This made the teachers to face numerous challenges to deliver online lessons. Now that the pandemic has ended and traditional classroom settings have returned the research explored the use of digital technologies to enhance science process skills (SPS) in ECD classrooms. Few studies have examined the use of digital technology in teaching SPS in early childhood development with the majority of studies focusing on the online lessons in the higher education. As a result, it is timely to explore current teacher\u0026rsquo;s practices given the role of science in ECD.\u003c/p\u003e \u003cp\u003eThe major objective of the study was to explore the digital technologies that can be employed by teachers to teach SPS in early childhood development classrooms of Zimbabwe. Both the teaching of SPS and digital technologies are vital in developing 21st century skills in learners. The Zimbabwean science curriculum advocates for the teaching of science process skills from early childhood through higher and tertiary education, as noted by Chirinda et al (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Mutseekwa (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These skills are viewed as the fundamental basis for industrial development and as a crucial link between technology and socio-economic progress, in line with Andiema (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) perspective. This viewpoint is further reinforced by Ntuni (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and Haile and Mohammed (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), who argue that a nation failing to provide top-quality science education may become reliant dependent on innovations from other countries.\u003c/p\u003e \u003cp\u003eEarly childhood education in Zimbabwe include 3\u0026ndash;4 years(ECD A) and 4\u0026ndash;5 years(ECD B) as well as the infant classes namely grades 1 and 2. In these classes, the teaching of science is compulsory. The science process skills that are taught are communication, classification, comparing, measuring and experimenting. This study added on to add to the scant existing literature on digital technology integration in early childhood.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003e \u003cstrong\u003eLiterature was reviewed in this study following the below sub-headings\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eintegrating digital technology in ECD, Early Childhood Development in Zimbabwe, science process skills and the digital classroom.\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eIntegrating Digital Technology in ECD\u003c/h2\u003e \u003cp\u003eGlobally, integrating digital technology has always been a noble idea though most teachers are hesitant to integrate it into their lessons. It fosters creativity in learners and other skills though integrating it in early childhood education remains difficult. A recent systematic literature review was conducted by Luo et al (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) to assess the attitudes of Chinese teachers towards integrating digital technology in their classrooms. The findings imply that Chinese early childhood teachers are not equipped to use digital technology effectively in their teaching practices. A similar study by Taghizadeh and Yourdshahi (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) in Iran on early childhood English teachers’ attitudes, knowledge and usage abilities to integrate technology into language classrooms, reveal that teachers were not given the technological training to integrate digital tools into teaching language for young learners. A survey conducted by Romero -Tena et al. (2020) in Spain on early educators’ usage of technology in the classroom, concluded that teachers did not use technological tools regularly to assist students’ learning; rather, they used them for administrative purposes. The current study sought to evaluate the prepared of ECD teachers in teaching SPS using digital technologies.\u003c/p\u003e \u003cp\u003eIn Africa, several studies reveal that most ECD teachers attempted to effectively use digital technologies during the COVID − 19 pandemic when face-to –face lessons were banned. In South Africa, a study by Singh-Pillay and Naidoo (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) on STEM education lectures’ reflections on online teaching and learning during the COVID 19 pandemic, teachers lack technical training to conduct lessons online. In others words, teachers lacked expertise on teaching and handling online lessons.\u003c/p\u003e \u003cp\u003eIn Zimbabwe, a study was carried by Nhongo and Tshotsho (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) on the shortcomings of emergency remote teaching in rural settings of Zimbabwe during COVID-19 school closures. The study gathered that unavailability of mobile network and electricity was the infrastructural challenge that the majority of teachers identified as impeding the implementation of remote teaching in rural settings. In a similar study by Sikhangezile and Modise(2020) on social distancing, cultural and psychological effects on learners in a rural setting in Zimbabwe, the paper concluded that access to the Internet is a challenge for many learners due to the poor economic status of the country. Unavailability of internet thwarts the effort of using digital technologies in teaching because most of them work with internet.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eEarly Childhood Development in Zimbabwe\u003c/h2\u003e \u003cp\u003eContemporary educational discourse has revealed that more than half of the population in Africa consists of young people and children (UNICEF, 2020). Most governments, including that of Zimbabwe have decided to take proper care and investment in children through sound ECD programmes to ensure a bright future for the continent, with well-developed human capital and enhanced productivity (Mangwaya \u003cem\u003eet al\u003c/em\u003e., 2016; Samkange, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Early childhood is a crucial stage of life for a child’s intellectual, physical, social, and emotional development (Murunga, 2015). During this period of development, the growth of physical and mental abilities progresses at a tremendous rate and a greater proportion of learning takes place during this period (Mungweni, 2016). As such, children need high quality personal care and learning experiences (Mugweni, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and relevant (ECD) programmes that connect a child’s early experiences to later learning and development (UNICEF, 2020). Contextually, ECD encompasses the holistic emotional, physical, and cognitive development of children aged 0 to 8 years.\u003c/p\u003e \u003cp\u003eIn alluded to earlier, there are two classes of ECD namely, the 3–4 year olds class, identified as ECD (A), and the 4–5 year olds known as ECD (B) (Curriculum Framework for Zimbabwe, 2018). This study mainly focused on the ECD B class. The class will be attending grade one the following year. The policy goal for including the two classes in the primary school education system was to make it compulsory for all children to attend ECD for two years as part of the nine year primary school education curriculum (The Curriculum Framework for Zimbabwe, 2018). The operations of the two classes are guided by various policies enacted by the relevant Ministry.\u003c/p\u003e \u003cp\u003eThe Mathematics and Science syllabus is a single document covering Infant Education i.e. ECD A, ECD B, Grade 1 and 2. The syllabus is designed to cover the first four years of Infant Education in Mathematics and Science, which will form the basis for Junior Education for all learners. According to the syllabus, content to be covered will include identifying, classifying, comparing, numbering, ordering and measuring of objects (Mathematics and Science Syllabus, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The same are the skills that learners should develop during the teaching and learning of mathematics and science. The study’s interests were on exploring the teachers’ current practices on digital technologies in the class which will be in grade one the following year.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eScience Process skills\u003c/h2\u003e \u003cp\u003eEarly childhood development advocates that science education offers unique opportunities to engage children in hands-on learning experiences that promote science process skills (Brustamante et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Several authors identify the following as science process skills (SPS): communication, observing, comparing, classifying, measuring, and inferring (Dilek et al \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Mutlu (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) highlights the importance of SPS by stating that these skills enable children to learn new information through direct experiences. Similarly, Trundle (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) suggests that science process skills are fully integrated abilities that occur at various times during lessons as children engage with a range of learning materials during classroom activities. Furthermore, Dilek et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) conducted a study on the acquisition of process skills by young children in preschool through inquiry-based STEM activities. The study followed a mixed methodology approach which involved 5–6 year olds. The results revealed that children learn SPS through active participation in motivating STEM activities and through observing the teacher and peers. The above ideas point to the fact that children need to learn and develop the SPS through practising them during science learning. In addition, through learning SPS, young learners to create knowledge and solve problems that they encounter (Susanne \u0026amp; Shu-Nu, 2014; Tsakeni, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBesides being skills, science process skills are referred to as activities which learners carry out in scientific investigations to enable the acquisition of scientific knowledge and skills (Abungu \u003cem\u003eet al\u003c/em\u003e., 2018). The activities include: observing, communicating, classifying, measuring, inferring and predicting (Mutlu \u0026amp; Termiz, 2013). In addition, several authors define science process skills as science practices that assist learners to construct knowledge, solve problems and formulate results (Tsakeni, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Duruk et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). SPS are central to the acquisition of scientific knowledge that is so critical in solving problems in society (Abungu \u003cem\u003eet al.\u003c/em\u003e, 2018; Tsakeni \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Similarly, Mugweni (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) carried out a study which investigated ECD teachers’ conceptions of the child-centred approaches and strategies they adopt when teaching environmental science in infant classes. The results suggested that science skills are best taught to children using child-centred approaches. From the above literature, it can be concluded that the inculcation of science process skills is critical during early childhood years (Miller, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Brostrom, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The SPS are skills, practices or activities done during science lessons. With this value attached, it became prudent to explore the use of digital technologies in teaching SPS. In this study, the science process skills include observation, problem-solving, communication, classification, prediction and measuring.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eDigital classroom\u003c/h2\u003e \u003cp\u003eDigital classrooms, also known as virtual classrooms or online classrooms, are educational environments where teaching and learning take place primarily through digital technologies and the internet( Singh-Pillay \u0026amp; Naidoo, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Romero-Teno et al, 2020). The digital classroom, according to Luo et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), refers to settings that utilise electronic devices and platforms such as social media, multimedia, and mobile phones for teaching purposes. As a result of digital technology integration in education, the current educational landscape has undergone significant improvements. Digital learning, as described by Al-Abudullatif et al. (2022), is an instructional approach that harnesses technology to cover the entire curriculum, enabling young learners to learn efficiently and effectively. The digital classroom is primarily centered on teaching through the use of technology, with learners using devices like laptops, tablets, and other internet-connected gadgets. These classrooms make use of a variety of digital tools and resources to support remote or blended learning experiences\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eConceptual Framework\u003c/h2\u003e \u003cp\u003eThe integration of digital technologies in the school curriculum has been immensely adopted by many nations since the advent of COVID-19 in 2020. According to (Keane et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), digital technologies are electronic tools, systems, devices and resources that generate, store or process data. Well known examples of digital technologies include social media, online games, multimedia and mobile phones, tablets, interactive whiteboards, projectors, computers and smartphones. On the same vein, Marriane(2022) defined digital technology as digital devices, systems, and resources that help create, store, and manage data. An important aspect of digital technology is information technology (IT\u003cb\u003e)\u003c/b\u003e which refers to the use of computers to process data and information. Since the advent of COVID-19, digital technology has changed the operations of many schools and centres, from remote working to online advertising, communication apps, and social media (Timotheou, 2023). Most schools, both public and private are taking advantage of this shift to achieve quality education. Keane at al (2023) further explain teaching using online resources, learning management systems and tools, such as laptops, tablets, and mobile phones is relevant during the 21st century era. It assists learners to solve problems that encounter in daily basis and prepare them for the future. In ECD classrooms, personal computers and tablets, tools such as cameras, calculators and digital toys are essential in teaching SPS.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eResearch Questions\u003c/h2\u003e \u003cp\u003e \u003cb\u003eThe study was guided by the following research questions\u003c/b\u003e:\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e1. What science process skills are taught in ECD classrooms?\u003c/h2\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e2. What digital technologies can be used by ECD teachers to teach SPS in ECD classrooms?\u003c/h2\u003e \u003cdiv id=\"Sec11\" class=\"Section4\"\u003e \u003ch2\u003e3. How can teachers effectively use these technologies to teach SPS in learners?\u003c/h2\u003e \u003cp\u003e\u003cspan\u003e4. Are there any challenges that teachers are facing during the teaching of SPS using digital technologies?\u003cbr\u003e\u003c/span\u003e\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eA qualitative approach informed by an interpretivist paradigm was employed in exploring the digital technologies used by ECD teachers to teach SPS in ECD classroom. Qualitative research refers to a set of methods and philosophies used to understand and interpret social phenomen(Yin, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The approach was based on the assumption that reality is subjective and is built from the person’s life experiences and interactions with the ultimate aim of producing accurate descriptions of aspects of human experiences, concerned with interpreting and understanding texts, which offer rich and deep accounts of phenomenon (Denzin and Lincoln 2011). The study examined the ECD teachers’ real –life experiences in teaching SPS in ECD classrooms.\u003c/p\u003e\u003ch2\u003eStudy Participants\u003c/h2\u003e\u003cp\u003eThree teachers (one from each school) were purposively sampled due to their relevance to the study (Ponelis, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The study purposively selected participants who possessed knowledge, expertise and experience of the phenomenon under study (Johnson \u0026amp; Christensen, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The participants each had more than five years of teaching experience in ECD classrooms. Experienced participants usually communicate thoughts in an appropriate scholarly language (Mukherji \u0026amp; Albon, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e Permission and consent to participate in the study was sought and ethical principles of confidentiality and anonymity were adhered to (Marshall and Rossman 2011). To provide anonymity to participants, pseudonyms were assigned. The pseudonyms for teachers were Ms Hut, Mrs Todd and Ms Kayle. Participation was voluntary and participants were aware that they could withdraw consent at any time.\u003c/p\u003e\u003ch2\u003eResearch methods and data collection\u003c/h2\u003e\u003cp\u003eData were gathered through semi-structured interviews, document analysis and classroom observations during science lessons over a period of four months. Participants were observed teaching science lessons and each lesson was video-recorded.\u003c/p\u003e\u003cp\u003eThe semi-structured interviews were useful to provide insight into how digital technologies can be effectively used to teach SPS. Semi-structured interviews offered the researcher the flexibility to probe further into respondents' answers in order to gain an in-depth understanding of the behaviours, approaches, and practices of participants (Yin, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). In this study, the conversational nature of semi-structured interviews assisted in building trust and rapport with participants, leading to more honest and insightful responses (Mukherji \u0026amp; Albon, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA total of 15 lessons were observed, that is, five lessons per participant. The purpose of the observations was to allow researchers to comprehend the social and academic interactions between learners and between the teacher and the learners during science lessons. This helps in identifying areas of collaboration, competition or challenges encountered that may be affecting learning outcomes (Mukherji \u0026amp; Albon, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) on the use of digital technologies in ECD classrooms. Each lesson observation lasted 20 minutes, which was the standard time for an ECD lesson in Zimbabwe, as scheduled on the timetable. During the observations, lessons were video-recorded and, at the same time, descriptive notes (of the actual lesson) were taken. The notes were expanded into field notes directly after each lesson, by adding personal thoughts, ideas, and perceptions (Mukherji \u0026amp; Albon, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Sharan et al., 2019).\u003c/p\u003e\u003cp\u003eThe documents that were analysed are ECD syllabi, particularly the maths/science syllabus and schemes of work; they were all of an acceptable quality and relevant to teaching science in ECD classrooms (Bowen, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). The rationale for using document analysis was to acquire historical background and insights on the teaching science using technology as well as to establish whether the teachers’ practices were informed by their documents (Tight, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). In this study, document analysis was a way to ensure that the study was critical and comprehensive, because it pointed to questions that needed to be asked and to situations that needed to be observed (Bowen, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThematic and content analysis were used as methods to analyse and interpret data. The process involved reading the collected data several times, making notes of common ideas and coding them throughout the text (Bartlett \u0026amp; Vavrus, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). According to Ridder (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), the analysis involves classifying and labelling the primary patterns in the data in order to determine substantial information. Finally, the codes were grouped together into similar clusters to create a meaningful theme. Recurring patterns or themes that emerged from the data that was generated were used and were, in turn, placed under the predetermined themes that respond to the research questions.\u003c/p\u003e"},{"header":"Research Findings","content":"\u003cp\u003eThree ECD teachers from three different schools participated in the study. The teachers were interviewed, their lessons observed and their documents (schemes) analysed. The pseudonyms for teachers were Ms Hut, Mrs Todd and Ms Kayle. The data was grouped in themes\u003c/p\u003e\u003ch2\u003eScience process skills taught by ECD teachers\u003c/h2\u003e\u003cp\u003eThe three participants mentioned the different science process skills they are teaching during science lessons. During the interviews, Ms Kayle identified classifying, identifying, sequencing and communication skills as science process skills that she taught. She said:\u003c/p\u003e\u003cp\u003e \u003cem\u003eBefore an activity, learners identify all the learning materials or equipment to be used. If learners are aware of the materials, they will be able to sequence, classify and talk about the materials. Usually learners perform the activities in pairs or groups so that I can monitor them easily.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eThe skills that Ms Kayle mentioned were written in the scheme book under the subheading: Topic/Content/Skills. Learners were observed classifying the identified objects according to colour, size and shape in groups. The objects included: stones and blocks of different shapes and sizes as well as seeds and bottle tops. Learners were observed communicating as they were sorting and classifying objects according to colour and size.\u003c/p\u003e\u003cp\u003eMrs Todd said that she teaches identifying, classifying, comparing, ordering, measuring and experimentation. According to her, these are the skills stated in the syllabus because she drew her schemes from the syllabus. During class observation, she brought salt, sugar and mealie-meal. She asked learners to identify the substances before placing them in different containers with water. Learners observed the reactions and gave feedback. She added that she engages learners in experiments as a way of exposing them in play during science learning. According to her, the experiments help learners to understand their surroundings. During the lesson named “Body Parts” learners compared and grouped the different body parts according to their functions. Ms Hut echoed that her pupils do observation, explorations, grouping, recording and drawing. She added that young children are interested in explorations outside the classrooms. She added:\u003c/p\u003e\u003cp\u003e \u003cem\u003eScience lessons have a maximum of 15 minutes only. Young learners are adventurous and need time to go out and find out more about their surroundings. Time allocated is too little for explorations and discoveries. Learners want outdoor activities more than indoor. Science is a doing subject were learners are exposed to practical lessons so that they learn by doing.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eExplorations were part of Ms Hut’s lessons. Learners visited the school garden to name and identify different plants and flowers. In another experiment, learners gathered materials like stones, plastic cups, wooden blocks, feathers and old spoons. Learners were asked to put all the objects in water and explain what happened. After the experiment, learners were asked to draw and colour any object of their choice.\u003c/p\u003e\u003cp\u003eFrom the above information, participants identified the science process skills namely, experimentation, observation, communication, classifying recording, measuring and comparing. These skills were evident in the teachers’ scheme books and the syllabus. Data from the syllabus indicated that the SPS can be the lifelong skills which should be developed in learners so that they are relevant in their societies. From the observations made, the mentioned skills are also practical activities that learners were engaged in during science lessons. Teachers in the study took advantage of learners’ natural curiosity and exposed them to different indoor and outdoor activities where they learnt SPS.\u003c/p\u003e\u003ch2\u003eDigital technologies used to teach SPS\u003c/h2\u003e\u003cp\u003eParticipants gave their sentiments on the different technologies used to teach SPS. Ms Hut explained that she occasionally use her personal laptop to teach science lessons. With the laptop she download relevant pictures from the internet and save them. She will later show the pictures to learners during the lesson. For example, she downloaded pictures showing the different stages of a maize germination. During the lesson, learners took time to view the pictures from the teachers’ laptop. They described the pictures, compared the seed at different stages. They talked about the different shape of the seed at different stages. The pictures were colourful, eye-catching and interesting to the learners. There were forty learners in Ms Hut’s classroom and they would all scramble to see pictures on one laptop. The study observed that learners were fully engrossed in the lesson. Ms Hut reported during the interview that most of her learners had computers at home and their parents possess smartphones.\u003c/p\u003e\u003cp\u003eIn a different lesson, Ms Hut downloaded the different parts of a plant, namely the roots, the branches, the leaves and the fruits. She then colour -printed the pictures using the printer at the administration office. She used the printed pictures to teach the topic on parts of a plant. Learners described the parts, compared them with the actual parts and communicated the results. During the interviews, Ms Hut said:\u003c/p\u003e\u003cp\u003e \u003cem\u003eTechnology makes lessons live and interesting. The only challenge is limited data to search and download information on the laptop. Learners will be struggling to view images on a laptop. The forty learners need an over-heard projector for effective teaching and learning.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eAt another school, Mrs Kayle admitted that she was struggling to teach technological science lessons due to limited resources available at the school. In one lesson, she took learners a video using the school camera when learners were carrying out an experiment. The experiment was on measuring water using different containers. Learners were asked to record; for example, how many cups fill in a small dish. According to the teacher, taking a video motivated learners to fully participate in the lesson. The teacher then posted the video on the WhatsApp group of parents. She said it helped parents to see how their children participates at school. However, some parents failed to download the video due to lack of data. The video was later played on the teachers’ laptop and learners had the opportunity to observe themselves. During the interviews, Mrs Kayle said:\u003c/p\u003e\u003cp\u003e \u003cem\u003eThe syllabus is emphasising on including technology in the teaching of mathematics and science but it is not clear on how we can teach. Personally, I face challenges in including technology in teaching science lessons. No-one taught me how to teach using technology\u003c/em\u003e \u003c/p\u003e\u003cp\u003eThe teacher was observed teaching a lesson on domestic animals. After describing the animals on the chart, learners moulded their favourite animal. The teacher took pictures of finished articles of the learners. Learners compared, the photos, talk about them and classified the animals. The pictures were later posted on the same WhatsApp group for parents to see. Instead of learners carrying the article home, the parent will view the picture on the phone. It gave the parents the opportunity to further talk about the picture further at home with their children. However, the teacher complained that the camera was not always available when needed for lessons. She added that there was only one camera for the whole school.\u003c/p\u003e\u003cp\u003eAt Ms Todd’s school, there were forty computers housed in the computer lab. It was only during computer lessons when learners were allowed to enter the laboratory. She further said:\u003c/p\u003e\u003cp\u003e \u003cem\u003eI have my personal laptop and tablet. When I scheme and plan all science lessons, I use my tablet and all my work is stored on the desktop in my tablet.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eMs Todd lamented that whilst computers are available at their school, first preference is given to examinable classes, grades six and seven learners. Because of that, most of the lessons are done on her computer and using her cellphone. Ms Todd said that at the lab learners can play games or complete scientific or mathematics puzzles. At the lab, the activities are done in pairs or in groups. In one activity, learners observed a video where pupils were carrying out an experiment. After watching the video, Ms Todd instructed the learners to carry out the same experiment. The activity was meant to develop prediction and imagination skills in learners.\u003c/p\u003e\u003cp\u003eOne of the cross-cutting themes in the mathematics and science syllabus is ICT. ICT stands for Information and Communication Technology a term used to describe the use technology to provide access to information and communication. Despite the challenges, participants were integrating ICT in the teaching and learning of SPS. The digital tools used by teachers were; laptop, desktop, camera, smartphones and computers. These digital tools were used differently by teachers.\u003c/p\u003e\u003ch2\u003eChallenges faced by ECD teachers in the teaching of SPS using digital technologies\u003c/h2\u003e\u003cp\u003eTeachers in the study indicated that despite their commendable efforts to teach SPS using digital technologies, they were facing some challenges. Some of the challenges include: overcrowded classrooms, poor interpretation of the syllabus, shortage of resources, adequate time and limited resources.\u003c/p\u003e\u003ch2\u003eOvercrowded classrooms\u003c/h2\u003e\u003cp\u003eMs Hut reported that there were forty learners in her classroom. According to her, the policy states that an ECD class should have a maximum of twenty-one learners. The overcrowded classroom exposed learners to scramble for the limited resources provided by the teacher. During the lesson. She said:\u003c/p\u003e\u003cp\u003e \u003cem\u003eThere are forty-learners in this classroom. As you can see, the classroom is also small that the learners cannot fit well. I need about 8 laptops to carry out my activities properly. I cannot effectively monitor the learners during the activities. I also avoid some of the activities due to the large number of learners.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eThe study observed that all the forty learners were being taught using the teacher’s laptop. The overcrowded classroom hindered active participation of learners because learners were squeezing each other to come closer to the laptop. Considering the age of learners, overcrowding hindered performance of some activities and was an impediment to classroom management. Teachers also failed to cater for individual needs of learners.\u003c/p\u003e\u003ch2\u003ePoor interpretation of the syllabus\u003c/h2\u003e\u003cp\u003eThe study found out that Mrs Kayle was struggling to teach SPS using technology. She agreed that although ICT was one of the cross-cutting theme in the syllabus, it was difficult for her to interpret the syllabus. She explained:\u003c/p\u003e\u003cp\u003e \u003cem\u003eWe need to be taught through workshops how to include ICT in our science lessons. Though the topics and content to be covered are clearly stated in the syllabus, the technologies to be taught remain ambiguous.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eContrary, Mrs Todd enjoyed integrating subjects with technology. She said:\u003c/p\u003e\u003cp\u003e \u003cem\u003eOur school head is always emphasising on including technology in all the subjects. I make use of the forty computers in the lab whenever I get the opportunity. I also use my computer and my tablet to teach so that learners are not left behind in terms of technology\u003c/em\u003e.\u003c/p\u003e\u003cp\u003eThe two teachers shared different sentiments on their practices on teaching using technologies. Besides facing challenges in syllabus interpretation, Mrs Kayle acknowledged the significance of technology in the teaching of SPS. However, it is prudent to note that they both value ICT in their teaching though they need extra assistance. The study can also conclude that teachers need skills and competencies to teach using digital technologies.\u003c/p\u003e\u003ch2\u003eShortage of resources\u003c/h2\u003e\u003cp\u003eWhilst digital technology enhances the teaching of SPS, the teachers agreed that there was shortage of resources in schools to effectively teach science skills using digital technologies. When they were available, for example in Mrs Todd’s school, they were limited to examinable classes, e.g. grades 6 and 7. Mrs Todd felt neglected by the school administrators on resource allocation. Due to the curriculum which is exam–oriented, administrators gave first preference to examination classes first. Mrs Kayle added that shortage of resources hindered learners from participating in online science lesons like their counterparts in other places. .The limited resources included internet, data and the digital tools to use during the lessons. Teachers were teaching using personal gadgets. This appeared to hinder progress in the teaching and learning of SPS since much class time was spent with inadequate resources.\u003c/p\u003e\u003ch2\u003eInadequate time\u003c/h2\u003e\u003cp\u003eThe mathematics and science syllabus states that science lessons should be taught in 20 minutes. Mrs Hut had this to say:\u003c/p\u003e\u003cp\u003e \u003cem\u003eTime allocated in the syllabus for a practical science lesson is inadequate. Learners need adequate time for explorations, discussions and to finally agree on conclusions. Young children are energetic and still developing various skills, they need enough time from feedback. In addition, 40 learners are difficult to manage within twenty minutes.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eMrs Hut mentioned that only twenty minutes were allocated for lessons in ECD. The time seem too limited for outdoor activities like explorations and discoveries. The syllabus indicates that there are eleven learning areas (subjects) to be taught in ECD. Besides mathematics and science, learners have other seven learning areas to learn per day. Time allocation for each learning area per day remains twenty-minutes. Given this scenario, Mrs Hut advocated for a double continuous science lesson once a week. The double lessons will be allocated for an outdoor activity.\u003c/p\u003e"},{"header":"Discussion of Findings","content":"\u003cp\u003eThe study observed that SPS taught in ECD classrooms were: communication, observation, prediction, measuring, identification, describing and classification. These skills were described by participants as skills, competencies, content or activities taught during science lessons. The study gathered that the skills assist learners in acquiring scientific knowledge, ideas and skills. Besides promoting the total development of learners, contemporary research suggest that SPS equip learners with problem solving and critical thinking, decision-making, decision-making and collaboration which are 21st skills((Al-Abdullatiff, 2022, Faraj et al, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Singh-Pillay \u0026amp; Naidoo, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). On this regard, (Chirinda et al \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Tsakeni, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) support that SPS should be introduced to learners as early as early childhood development. Against this background, it becomes imperative to integrate digital technologies in teaching science process skills since science education in general is known to advance characteristics that are considered within education to be 21st -century skills (Faraj et al. \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Keane, et al \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe integration of digital technologies in the teaching of SPS has been identified by participants as child-centred approach to teaching science. The approach which adds value, variety and quality to children’s learning of science (Dilek et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Child-centred approaches are progressive teaching methods which demands learners to actively participate in constructing new scientific knowledge and ideas. Both SPS as well as ICT skills are life-long competencies needed for employment and professions as all nations embrace the fourth industrial revolution (Al-Abdullatif, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Bugis, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Keane et al. \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). As a newly embraced methodology, the teaching of SPS with technology expose learners to hands-on activities through experiments, explorations, observations and discoveries. Against this background, it becomes very important to expose ECD learners to science and technology in this digital revolution.\u003c/p\u003e\u003cp\u003eThe study observed that participants were using different digital tools to teach SPS. The digital tools used by teachers were; laptop, desktop, camera, smartphones and computers. The role of the teacher was to plan and facilitate technological lessons (Haile \u0026amp; Mohammed, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Bugis, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) which exposes learners to solve problems. Teachers need to be innovative, creative and become deep critical thinkers in order to teach digital technology successfully (Luo, 2021). Several researches highlighted the need for teachers to be equipped to employ a range of digital technology applications to improve young children’s learning at home and in school (Al-Abdullatif, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Teachers lack the sufficient background to design, develop and employ digital technologies in their classes (Bugis, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Al-abdullatif, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWhilst the teaching of SPS using digital technologies proved to be helpful, the study concluded that teachers were facing various challenges in teaching SPS with digital technologies. The challenges included, among others overcrowded classrooms, poor interpretation of the syllabus, shortage of resources, adequate time and limited resources. Teachers in the study lamented lack of relevant and adequate skills to teach technologically, coupled with poor syllabus interpretation skills. A similar study carried out in Saudi Arabia suggested that teacher education programs in Saudi Arabia should include more technology-related courses centralized around the design and production of various digital technologies in early childhood (Al-Abdullatif, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Alelaimat, 2021). It is therefore recommended that teacher training institutions should offer programmes on in technology teaching.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eICT is identified as a cross-cutting theme in the current Zimbabwean Mathematics and Science Syllabus for early childhood development. The theme emphasizes integration of ICT in teaching SPS during science lessons. The integration process is regarded as a child centered approach to teaching which requires teachers to have adequate, knowledge and skills to effectively develop the scientific competencies in learners, The SPS competencies or skills include: communication, classifying, measuring, identifying among others. The teachers\u0026rsquo; commendable efforts on teaching SPS with digital technologies were hindered by various challenges including: limited knowledge and skills, such as shortage of technological tools, lack of support from school administrators and poor school infrastructure among others. The study therefore concluded that the integration of digital technologies in the field of early childhood education in Zimbabwean early childhood classrooms is considered limited despite the emphasis and reinforcement by the Ministry of Primary and Secondary Education on the need to elevate the role of digital technologies in improving the learning outcomes of young children. The study applauded that teachers for utilizing their personal resources as a mitigating measure. The resources included personal tablets, laptops and smartphones to teach as social media platform like WhatsApp groups. Teachers condemned the platform as an instructional tool citing challenges of failure to assess, monitor and evaluate learners\u0026rsquo; performance.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eWe, \u003cstrong\u003ePakombwele Agnes and Tsakeni Maria\u003c/strong\u003e declare that this research paper titled\u0026nbsp;\u003cstrong\u003eDigital technologies and the teaching of science process skills in early childhood development classrooms of Zimbabwe\u0026nbsp;\u003c/strong\u003eis entirely our own work, except where otherwise acknowledged. We have cited all sources used in this paper and have not plagiarized any material. Furthermore, any contributions from others to this work have been duly acknowledged.\u003c/p\u003e\n\u003cp\u003eWe affirm that this research adheres to ethical principles and guidelines established by [\u003cstrong\u003eDiscover Education Journal.\u0026nbsp;\u003c/strong\u003e Human subjects involved in this study were treated in accordance with ethical standards and informed consent was obtained from all participants.\u003c/p\u003e\n\u003cp\u003eWe understand the consequences of academic dishonesty and take full responsibility for the content of this paper. We declare that no part of this research has been previously submitted for any academic qualification without proper citation.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eData Availability Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe raw/processed data required to reproduce the above findings cannot be shared at this time as the data also forms part of an ongoing study. The required data can be shared in due course.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eEthics statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research reported herein was conducted in accordance with ethical standards and has received a formal approval by the ethics committee of Research Information Management System in agreement with the University of Free State guidelines and regulations. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consents \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consents to participate and consent to publish were obtained from all the participants who were all above 18 years.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAbungu, H.E., Wanga, S.W., \u0026amp; Okere, M.I. 2014. \u003cem\u003eThe effect of science process skills teaching approach on secondary school students\u0026rsquo; achievement in chemistry in Nyando District, Kenya.\u003c/em\u003e Doi:10.5901/jesr.2014.v4n6p359. \u003c/li\u003e\n \u003cli\u003eAl-Abdullatif, A.M. 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Unicef Annual Report 2018.\u003c/li\u003e\n \u003cli\u003eYin, R.K. 2017. \u003cem\u003eCase study research and applications: Design and methods.\u003c/em\u003e Sage\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"classroom practice, early childhood development, digital competencies, 21st century competencies, digital technology, science process skills","lastPublishedDoi":"10.21203/rs.3.rs-4625951/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4625951/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe Fourth Industrial Revolution has prompted the use of digital technologies in the field of education. The technology offers opportunities that facilitate blended, on-line and mobile learning. In 2015, Zimbabwe introduced a competency \u0026ndash;based curriculum for primary and secondary education which emphasizes on continuous development of 21st competencies from early childhood. Information and communication technology (ICT) literacy, as one of the 21st century skills emphasises that the use of digital technologies improves the quality of teaching and learning, efficacy and accessibility from early childhood development. In this context, the study sought to interrogate the current teachers\u0026rsquo; practices on the implementation of digital technologies in ECD (Early Childhood Development) classrooms. The study adopted an interpretive paradigm and a multiple case study design involving three schools from three purposively selected ECD teachers. Data was gathered through semi structured interviews, observations and analysis of teacher artifacts. Though teachers were facing various challenges in implementing digital technologies, the approach is beneficial to young learners as future citizens to function effectively in digital environments. Schools require ECD educators to transition to multiple ways of using digital technologies to teach young learners through digital materials. The paper also suggests some implications and recommendations for early education practitioners, policy makers and researchers who are interested in integrating digital technology into early years.\u003c/p\u003e","manuscriptTitle":"Digital technologies and the teaching of science process skills in early childhood development classrooms of Zimbabwe","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-07-31 11:24:08","doi":"10.21203/rs.3.rs-4625951/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ae36a4d6-3e34-4908-a9d4-cc47b3f3e63d","owner":[],"postedDate":"July 31st, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-10-28T11:23:41+00:00","versionOfRecord":[],"versionCreatedAt":"2024-07-31 11:24:08","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4625951","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4625951","identity":"rs-4625951","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}