Age appropriateness and relevance of digital literacy for young learners: Views of Ghanaian preschool teachers

Abstract

Six years ago, the Ghanaian Government introduced a standards-based curriculum across all levels of its education system, requiring teachers to develop digital literacy as a core competency among learners. However, teachers’ views on the relevance and age-appropriateness of introducing this skill to young children remained unclear. This study surveyed 114 Ghanaian preschool teachers to explore their views on when digital literacy should be introduced and how important they consider it for early childhood education. It also examined the extent to which teacher background factors influence these views. Using stratified random sampling, teachers were selected from both public and private preschools in the Effutu Municipality. Data were collected through a structured questionnaire and analyzed using frequency, percentages, mean, standard deviation, and multiple regression analysis. Findings revealed that most preschool teachers view Kindergarten as the appropriate level to introduce digital literacy. They also consider it highly relevant for young learners, particularly in enhancing engagement, focus, and cognitive development in the 21st century. However, background variables such as teaching experience, school type, grade level taught, and digital literacy training did not significantly predict teachers’ views. In conclusion, preschool teachers widely value digital literacy and support its gradual, age-appropriate integration into early childhood education. Therefore, the Ghana Education Service (GES) and the Effutu Municipal Education Directorate should enhance teacher orientation and provide appropriate resources to support the effective and phased implementation of digital literacy in preschools.