Education through play, using technological games in the nursery

Abstract

This research project has made several contribution to new knowledge and local practice. One of these contributions is that it has allowed a level of consolidation of the ideas of early years practitioners in Saudi Arabia. Although the group was not large enough to be truly representative, it did appear to cover the correct demographic for early years practitioners. Another contribution to knowledge was the clear indication that even teachers with more than eight years’ experience were clear in their opinion that they needed to keep their skills and knowledge up-to-date, and that CPD courses or refresher courses were an essential part of being an early years teacher. This second point also has relevance to the local practice, as it could be used to encourage regional action within the country to introduce or improve the availability of CPD courses for early years professionals. This would be in alignment with the government’s stated aim to have an education system that is unequalled. This commitment to improve the quality of education in the KSA does not only come from the government. One clear indication from the study which was previously unknown is that there is a very high level of commitment among professionals in early years in the KSA to improve educational standards. The other contribution to knowledge which arises from this research is that there is a lack of definite knowledge regarding the actual definitive effects of technology on young children. There is a gap in our knowledge regarding addiction to technology, a gap in our knowledge regarding the effects of “screen time” on under-developed minds (and vision). This study contributes towards closing those gaps simply by increasing awareness that they exist, and starting a discussion about them.