The Use of Digital Technologies by Early Childhood Educators in Children's Language Development

Abstract

Digital technology has become an important component of contemporary education, including early childhood education, by providing opportunities to create interactive and meaningful learning experiences. However, the effective integration of digital technologies to support children’s language development depends on educators’ digital competencies, available resources, and appropriate pedagogical practices. This study aimed to understand how early childhood educators used digital technologies to support children’s language development. This research employed a qualitative approach using an empirical research design. Data were collected through semi-structured interviews with one school coordinator and three early childhood educators at Creche Knua Labarik, Dili. The collected data were analyzed using qualitative content analysis to identify educators’ experiences, practices, perceived benefits, and challenges related to digital technology integration.The findings indicated that digital technologies supported children’s language development by improving communication skills, stimulating verbal expression, expanding vocabulary, encouraging creativity, and providing exposure to multiple languages. Digital resources, including videos, songs, educational applications, digital stories, and interactive games, were found to enhance children’s engagement and participation in learning activities. However, several challenges remained, including limited technological infrastructure, the need for educator training, and concerns regarding excessive screen exposure among children.This study suggests that digital technologies should be integrated as complementary learning tools supported by adequate infrastructure, continuous professional development, and culturally appropriate digital resources to optimize children’s language development.