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Early Childhood Education Teachers’ Knowledge of Information and Communication Technology Integration (ICT) in Play-Based Learning: A Scoping Review Using the TPACK Framework
Journal article   Open access

Early Childhood Education Teachers’ Knowledge of Information and Communication Technology Integration (ICT) in Play-Based Learning: A Scoping Review Using the TPACK Framework

Qiuying Xie, Natasha Anne Rappa and Sandra Hesterman
Beijing international review of education, Online First
2026
DOI: https://doi.org/10.1177/25902547261421648
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CC BY-NC V4.0,  Open Access

Abstract

This paper reports on a scoping review on teachers’ knowledge of supporting play-based learning using ICT in Early Childhood Education (ECE) (aged 0–8 years) in the literature from January 2015 to January 2025. The Technological Pedagogical Content Knowledge (TPACK) framework was used to analyse 47 peer-reviewed empirical studies. This review finds that Pedagogical Knowledge of play-based pedagogies for teaching young children exhibits different practical foci. Teachers’ knowledge of play-based pedagogies revolved mainly around these three main types of play identified: play-based learning in child-initiated free play; play-based learning with curriculum objectives in teacher-initiated guided play, and play-based learning with a balanced approach (using a combination of free play and guided play). Although a wide range of ICTs have been integrated into play-based learning in ECE, thus advancing teachers’ and children's technological knowledge, most studies focused on utilising ICT in play-based learning for guided play rather than in free play and a balanced approach to play-based learning were identified.

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