The use of technology in developing pre-literacy skills in 3-5 year-olds : digital vs print

Abstract

This research explores the use of technology during the development of pre-literacy skills in three to five-year-old children in Malta. A cross-sectional quantitative design was used to collect data from two respondent groups: parents/caregivers and kindergarten educators (KGEs) of three to five-year-old children. Questionnaires were used as the research tool, which were disseminated across the 3 school systems and on social media. A total of 123 parents and 15 KGEs participated in this study. The responses were analysed using descriptive statistics, inferential statistics and thematic analysis. The findings of this study indicate that technology is primarily used for recreational purposes at home, whereas its use in school settings is largely educational. A correlation was found between the quantity of technological devices at home and the amount of screen time children engaged in. At school, print and digital media were used equally during pre-literacy activities, while at home, print media was used significantly more. Print book reading was more prevalent than digital book reading in both settings, with children showing a preference for physical books, which may be attributed to limited digital exposure and the tactile appeal of print books. Thematic analysis revealed that although parents preferred print media for educational purposes, KGEs advocated for a balanced approach. Both groups recognised the benefits of digital tools for fostering early literacy and numeracy, though opinions varied on the presence of such tools in every classroom. KGEs consistently provided supervision across media types, while parents tended to supervise intermittently. The study highlights the need for increased collaboration between parents and educators to support the effective use of digital media for educational purposes. It recommends that local education systems provide clearer guidance on selecting and using educational digital tools. Future research should expand participant diversity by including educators from independent schools and Gozo, and explore the quality of adult-child interaction through scaffolding during media-based pre-literacy activities. Further refinement of research tools and inclusion of qualitative methods such as focus groups are also advised. These findings have practical implications for educators, parents, and professionals such as speech and language pathologists, who can support the development of pre-literacy skills through targeted guidance and recommendations tailored to children’s needs and media preferences.