Young children, learning and ICT: a case study in the UK maintained sector

This paper reports on qualitative research on the use of ICT in four foundation stage (3–5 years) classes in two state‐maintained schools in the UK. The case study involved observations of and interviews with children between 4 and 5 years of age, as well as interviews with practitioners. Interpretation of the data drew on an editing analysis style. The paper supports claims that ICT has the potential to extend and enhance provision for younger pupils by providing new and complementary opportunities for children to be creative; to hone generic learning skills and aptitudes; and to practice their social skills. The paper also suggests that not all young children are enthused by the introduction of ICT and that in some cases pedagogy still has to catch up with resourcing in order to get the most out of the technology.