EARLY CHILDHOOD DEVELOPMENT, TEACHERS PERCEPTION ON THE USE OF TECHNOLOGY IN TEACHING YOUNG CHILDREN IN AKOKO SOUTH WEST LOCAL GOVERNMENT AREA ONDO STATE,NIGERIA

ABSTRACT This study examined the perception of teachers of early childhood on the use of technology in teaching young children in Akoko South West Local Government of Ondo State. To achieve the purpose of the study, three research questions and four hypothesis were generated. Descriptive survey research design was used for the study. The population of the study consisted of all teachers, guidance and caregiver in Akoko South west Local Government Area of Ondo State. Sample of two hundred (200) teachers, guidance, and caregiver were randomly selected for the study. A self -constructed questionnaire (instrument) was the instrument used to collect data. The face and content validities were established for the instrument. A coefficient of 0.76 was obtained for the reliability. Data collected from respondents were statistically analyzed using descriptive like frequency count. All hypothesis were subjected to ANOVA analysis and were tested at a significance level of 0.05. Findings of the study revealed the complex and multifaceted factors that influence teachers' decisions to integrate technology into their pedagogical practices, including their beliefs about learning, their training and experience, and the availability of resources. The study concluded that the integration of technology in early childhood education demands a nuanced understanding of its role as a tool, rather than a replacement, for human connection and relationships. Therefore, the following recommendation were made among others: that teachers should be encouraged to reflect on their own technology use and its impact on teaching and learning Keywords: Early childhood education, development, perception, technology, young children.