Abstract

It has become evident that the vast majority of early childhood educators feel positive about using ICT with children. However, as they are found to have had no or only a little training or practical experience of pedagogical use of ICT, it is important to explore where the positive attitude comes from, and what pedagogical benefits early childhood educators believe ICT use brings about. This study focuses on the relationships of educators’ general and ICT-related pedagogical beliefs, and the foundations of educators’ positive ICT pedagogical beliefs.

In their general pedagogical beliefs, the educators emphasized the learning of socio-emotional skills, and reported that they carry out practices where children have an active role in their learning. In their ICT pedagogical beliefs, the educators emphasized the learning of academic skills, and the methods they described were usually individual exercises which were either carried out using ICT or by following educators’ ICT-supported instructions. Positive ICT pedagogical beliefs were, to a large extent, based on perceptions of what different devices and software promise in terms of children’s learning. Outside influences, i.e., the model observed from primary school, also played a significant role in the construction of the educators’ ICT pedagogical beliefs.