The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait

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This study was aimed at understanding the use of technology in early childhood school and home settings as well as its impact on students' social and language development, specifically with children aged four to seven from two schools (Kindergarten and elementary) in Kuwait. The study followed a qualitative design in which the interpretative approach was applied. Non-participant observations were conducted to gather data concerning the actual use of technology in the classrooms, they were followed by interviews with teachers and a group of parents from each classroom. The study used Vygotsky's social development theory as a framework for the analysis … continued below

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viii, 145 pages

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Alsuhail, Saffa Z A J Zaid August 2018.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 215 times, with 4 in the last month. More information about this dissertation can be viewed below.

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This study was aimed at understanding the use of technology in early childhood school and home settings as well as its impact on students' social and language development, specifically with children aged four to seven from two schools (Kindergarten and elementary) in Kuwait. The study followed a qualitative design in which the interpretative approach was applied. Non-participant observations were conducted to gather data concerning the actual use of technology in the classrooms, they were followed by interviews with teachers and a group of parents from each classroom. The study used Vygotsky's social development theory as a framework for the analysis of data. The analysis showed limitations in the use of technology in the classroom; teachers identified a need for training to increase their knowledge about how to integrate technology into instruction. Also, the limited availability of up-to-date technology was viewed as a challenge. Teachers and parents agreed that the use of technology may foster social and language development for most students, on the condition that their use is supervised and guided by an adult. However, they also perceived that technology could have a negative impact on the development of students' social development, an area that requires further investigation.

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viii, 145 pages

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  • August 2018

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  • Sept. 26, 2018, 6:16 p.m.

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Thumbnail image of item number 1 in: 'The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait'.
Thumbnail image of item number 2 in: 'The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait'.
Thumbnail image of item number 3 in: 'The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait'.
Thumbnail image of item number 4 in: 'The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait'.

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Alsuhail, Saffa Z A J Zaid. The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait, dissertation, August 2018; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1248415/: accessed May 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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