DIGITAL INSECURITY AND EARLY CHILDHOOD DEVELOPMENT AND EDUCATION IN THE DIGITAL AGE

Abstract

Nigeria, like other developing countries, is fast growing in the use of digital to the extent that the country is rated as one with the largest Internet connectivity in Africa and mobile phones usage (UNESCO,2022; Ajayi, Okewole & Salami, 2021). Various digital devies such as learning management systems (Moodle, canvas), video conferencing tools (Zoom, Microsoft teams, slacks, Google classroom), interactive learning tools (Kahoot, Nearpot), STEM and coding platforms ( Stratch, Tinkercad), educational resources and content (Khan academy) and many others are in use. Every sector is embracing these digital technologies for effectiveness in services, productivity and connectivity among other reasons (UN, 2020). In the education sector also, the tools are gaining ground, especially since COVID-19 pandemic when schools were shut down for some time. Most schools resulted to digital schooling in order to avoid knowledge diminishing among learners, though there was still disparity in the level of access. The early childhood education level is also not exempted in the use of digital technologies with the notion of enhancing learning and preparing the children for a digital future (Hatzigianni, et. al. 2023). In spite of the benefits of digital technologies to teaching-learning process even at early years, one of the challenges that is not being taking seriously, is the insecurity connected to digital technologies. This paper therefore, examined the insecurity posed by digital technologies not only to the learning but also the well-being of children. The theories on which the paper was premised were discussed emphasising the relevance to the issue. It also reiterated the role all stakeholders in early childhood education play in curtailing digital insecurity.