You are here:

ICT in Preschool: Friend or Foe? The Significance of Norms in a Changing Practice


International Journal of Early Years Education Volume 20, Number 4, ISSN 0966-9760


Societal change and prescriptions in curricula demand a change in educational practice. This can create conflicts between practitioners' usual practices (norms) and those prescribed by curricula. One example is the introduction of Information and Communication Technology (ICT) into preschool practice. Hence, our aim is to analyse how norms are used as arguments for or against using computers in preschool practice. Data consist of naturalistic texts from 31 preschool teacher students revealing their experiences in attempting to embed computers into practice. Results show ambivalence to computer use. Two lines of arguments emerged: one embracing the new technology, the other rejecting this new technology. The following arguments were made to justify ICT in preschool: the child as a citizen, the competent child and the active child. Concern was expressed between the teacher's need for control and the child's need for independence and guidance. (Contains 1 figure.)


Lindahl, M.G. & Folkesson, A.M. (2012). ICT in Preschool: Friend or Foe? The Significance of Norms in a Changing Practice. International Journal of Early Years Education, 20(4), 422-436. Retrieved January 26, 2020 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact