The impact of using technology Vs. traditional book reading among nursery and preschool children in Balmain, New South Wales, Australia
1 Professional Educator, Preschool Department, Arnhem Early Learning Centre, Nhulunbuy, Northern Territory, Australia
2 Management Consultant, Academic and Administration Department, PGE Consultancy and Learning Center LLC., Abu Dhabi, United Arab Emirates
Research Article
International Journal of Science and Technology Research Archive, 2025, 08(02), 095–109.
Article DOI: 10.53771/ijstra.2025.8.2.0042
Publication history:
Received on 04 April 2025; revised on 20 May 2025; accepted on 22 May 2025
Abstract:
Findings from this study will contribute to the ongoing discussion on integrating digital learning tools in early childhood education while maintaining a balance between screen-based and print-based literacy experiences. The results will provide insights for educators, parents, and policymakers in making informed decisions regarding early reading practices.
Preliminary findings indicate that children exposed to traditional books demonstrated longer attention spans and deeper engagement in storytelling. Meanwhile, children using digital devices showed increased interactive engagement but shorter attention spans. Language development was comparable in both groups, though traditional reading fostered better social interaction.
Keywords:
Digital learning tools; Early childhood education; Reading practices; Attention span; Literacy experiences
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Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0