Finding the Balance in Early Childhood Education: A Guideline for Trainers and Teachers in Africa. Should it be Tech time or Playtime?

The change in digital technology is having a great effect on education worldwide. The means of accessing technologies in Africa is rising. How can we use technology in early childhood education to make it effective with a significant balance with traditional play-based learning? This piece also aims at showing you the advantages and disadvantages of technology in early childhood education, and offers guidelines to achieve a balance.

A. The Arising of Education Technology (EdTech) in Africa. 

 A report by GSA intelligence in 2021 shows that sub-Saharan Africa in 2025 should have over half a billion internet users. This can bring about a revolution in EdTech as related to early childhood education. EdTech perspectives are likely to:

1. Bridge the educational separation: They can offer effective educational resources in remote areas where access to competent teachers seems limited.
2. Amplify Learning Experiences: The creation of interactive apps and Educational games to aid learning.
3. Promote Digital Literacy Skills: Introducing technology, computers and gadgets that can boost learning.

B. Play has the ability to enhance learning that cannot be denied: 

The National Association for the Education of Young Children further communicated the importance of play in early childhood education. They further showed us that it allows children to:

1. Imbibe Social and emotional dexterity: Pretend play helps the children build up in communication, negotiation and empathy.
2. Birth Creativity and Imaginations: It helps children explore, stimulate their minds to critical thinking and also teaches them how to solve problems.
3. Enhance Physical Development: This also adds to their growth and healthy living. 

C. Finding A Balanced Approach;The strategic point:

 Finding the Golden ratio would help amend these contrasting educational approaches. Here is a roadmap for teachers and trainers in Africa to balance integrating technology and play in early childhood education. This process includes: 

1. In Depth knowledge about Developmental stages: Teachers need training on how to use educational apps and to know which is best for each developmental stage.
2. Enacting the art of play-based learning: The use of play medium is as important as the use of technology. So therefore play should be imbibed rather than being replaced with technology.
3. Quality should be considered much more than Quantity: The effectiveness,competence and qualifications of teachers should be majorly considered over numbers.
4. Create Participatory Learning: a medium should be created by Teachers for children to be able to interact with technology, make enquiries and explore during the learning process.
5. Structuring Screen time: Teacher’s trainers should create guidelines about the management and limitations of screen time in classrooms.
6. Effective parental involvement: Teacher or trainers can equip parents with resources and strategies to encourage play time at home and reduce screen time for their health.

D. African Context: Addressing distinct problems.

Teachers and trainers in Africa tend to have limited access to fast internet speed and electricity, and this can hinder the use of technology in classrooms. However, some strategies could provide solutions in this regard, and they include:

1. Offline EdTech alternatives: The usage of offline educational apps and games.
2. Community Collaboration: Partnering with local organizations and the government to provide basic school infrastructure.
3. Low-Tech Alternative: Implore teachers to create their own digital materials with basic tools like tablets, etc.

E. Conclusion: Building a conducive fused environment.

Educators should aim to equip young children with skills and appropriate knowledge to enable them to blend and fit in this 21st century even as the world advances in technology. Ensure not to forget that as much as technology is a powerful tool, the magic of play in early childhood classrooms shouldn’t be overruled.

—————————————————–

Mrs. Omotola Lawson is a seasoned Toy Distribution Entrepreneur and government-certified Instructor with a proven track record. She excels in attracting and securing international investors for Nigeria and designing and delivering comprehensive ‘Train the Trainers’ programs for child-focused organizations in both the private and public sectors. Notably, 15 years ago, she founded the first dedicated toy outlet in Lagos, a pioneering venture that has made a significant impact in the industry.