Integrating Screen and Play: Through the Lens of Early Childhood Education Teachers

Abstract

Information and communication technology (ICT) has quickly become part of a modern life and now used in many different areas including education. Early childhood education teachers were challenged to balance the integration of technology and play-based learning in teaching.  This study explored the lived experiences and strategies of six teachers as they navigate this integration in early childhood classrooms. Using a phenomenological approach, we gathered experiences through an in-depth interview from public and private schools in Davao Region. The extracted themes are: Improved Digital Literacy, Students’ Engagement, Fostering Creativity and Social Skills, Creating Balance and Holistic Learning Experience. Teachers shared that while technology can boost engagement and support learning, it requires careful planning to balance it with the hands-on, social benefits of play. They spoke about challenges like limited time, resources, and the need to manage screen time effectively. To overcome these, they used creative strategies like pre-selecting meaningful interactive videos, connecting screen activities to play, and prioritizing holistic child development. This study highlighted the need for more teacher training, better access to tools, and ongoing support to help educators create enriching and balance learning experiences for young children.