New technologies can be very powerfully in supporting the creative potential of young children. Experts believe children three years old and older can begin to effectively explore and use computers. Computers have been in early childhood classroom since the early 19805. The use of computers and technology in early childhood education has grown each year, and the ways in which technology tools are used to manage and improve programme and enhance children learning have expanded dramatically. The paper emphasize on the integration of ICT into early- childhood education. The does and douts of using computer in early- child education. Finally recommendation and conclusion was made.  

According to UNESCO (2006) information and communication technology is defined as a from of technology that are used to transmit, store, create, share or exchange information. This definition of ICT includes such technologies as radio, television, video, DVD, telephone satellite systems, computer and net work hardware and software, as well as the equipment and services associated with these technologies, such as video conferencing and electronic mail.
            Information and communication technology have greatly accelerated the process of globalization in recent decades. According to Bon (2010) ICTs have increased world productivity and global trade, facilitated business and industry growth, and enhanced education and research collaboration. 

ICT in Education
Information and Communication Technology in education has been continuously tanked to higher efficiency, higher productivity and higher educational out-comes, including quality of cognitive, creative and innovative thinking, ICT is seen as key tools in acquiring, processing and disseminating knowledge. If offers increasing possibilities for codification of knowledge about teaching activities through being able to deliver learning cognitive activity any where, any time (Adeosun 2010, Oguwji 2012) ICT have the potential to accelerate, enrich and deepen skills, to motivate and engage students, to help relate school experiences to work practice, create economic viability for tomorrow’s workers as well as stein they teaching and helping school to change. (Yusut 2005, Ogunji 2012).
            The emphasize of this paper is on the following:
-              Integrating ICTs into the early childhood education.
-              Categories of   ICT in enhance each childhood education.
-              Roles of ICT in enhancing early childhood education
-              Dos and don’ts of using computer in early child-hood education.
-              Recommendation
-              Conclusion
Integrating ICTS into the early child hood education:
            Information and communication Technologies are integral to our society. They influence the live of the children we teach from the moment they are born. The meaningful integration of ICTs into education is essential.
            It is the responsibility of education to prepare students for the future. (
Chattel (2003) believes that we must change our focus and instruction as rapidly as the reality of what literacy is. If we are to adequately prepare children for the journey through life. In order to become information literate in an environment children need exposure to ICTs in meaningful ways. Just like with reading and writing, children also need to observe ICTs being used by adults in their lives. Therefore, teachers should integrate ICTs into their programs, not because it is required, but because ICTs are learning tools that provide endless opportunities for children to partake in meaningful learning experiences.
Advantages to ICTs Integration.
*          ICTs are highly motivating for children
*          ICTs have social benefits including the promotion of cooperative learning, peer tutoring and the development of new friendships.
*          ICTs maintain young students interest in projects undertaken over long period of time.
*          ITCs promotes problem solving, the development of critical thinking skills and evaluative reflection about the loamy.
            ICTs are tools for learning which should be integrated throughout all curriculum areas in programms that are student centered. In solving problems, finding information, recording data and expressing their thoughts and ideas, children should feel free to use ICTs as their tools. Challenges of integrating ICT research indicates that they are three key challenges faced by early childhood teacher are
*          Teacher knowledge of ICTs
*          Access to adequate ICTs
*          Lack of time other challenges are lack of fund school administrated lack of basic social amenities even corruption among.

UNESCO (2006) formulate eight steps to follow on integration of ICTs in early child hood education thus;
*          Develop your potential
*          classify your position
*          Set your goals and objectives
*          Build your enviroment
*          Promote professional development of your staff
*          Integrate, observe and reflect
*          Build networks
*          Plan further development
Role of ICTs in early childhood education we are always looking for the agric bullet, something that will solve all our problems. And today this magic bullet for education is technology. It wills solve all our problems. It will increase academic skills, reduce dropout rates, eliminate the vicinal divide in academic performance and increase SAT score and of will make the lives of teachers easier (Wardle 2006).
            ICT can be used as a tool for acquisition of leaving skills. Television, video, video compact disc (VCD) and digital video disc (DVD) technologies provide words, image, movement and animation in combination with audio. This combination can facilitate reading comprehension and accelerate learning. Such forms of ICT can also be entertaining and thereby motivate the children. Television and other audio-visual media can also provide a means by which to stimulate discussion and critical thinking.
*          Multimedia software for enhancing reading skills. Net work for English acquisition and reading (NEARSTAR) is designed to assist children to learn to read, it is also targets children who a learning English as a second language. NEAR Star computer programme is designed to motivate children to learn to read, using multimedia; text, images, animation and audio, as well as fame like exercises, songs and other entertaining activities that promote opportunities for learning reading skills. The concepts in the lessons are supported with text, pictures and dialogue. In addition, interactive multimedia provides a meaningful context for the element learned.
*          Little Explorer:  This project is implemented in Mexico by the National Council for Education Development, use ICT to improve communication skills and logical reasoning skills of young children. An innovative feature of the little explorer project is that it promotes a collaborative educational environment and encourage parental involvement in the children literacy educational process.
*          Audio Books: this is available on audio-cassettes and CDS and recorded books. They are believed to be useful in raising learners interest in reading and, when used in conjunction with written texts, are useful in improving learners comprehension of text.
*          Electronic Books and Online Texts: E-books are electronic texts that are made available on the internet and CD-Rom. Some electronic books incorporate text enhancements such as definition of words or background information on ideas, others offers images that complement the story e-books have the advantage over printed books in incorporate text enhancements such as definition of words or background information on ideas, others offers images that complement the story e-books have the advantage over printed books in that they are searchable, they can be modified. It can only be viewed with a computer and often the text resolution is poor.
*          Talking Books: These are electronic texts that also provide embedded speech. The speech component can read out sections of the book and provide the pronunciation of specific words within the text. Such books support & coach students as they read the text of a story. Electronic talking books are believed to increase motivation to read as well as promote basic world recognition.
            Furthermore, research findings indicate that the use of talking books has assisted children to improve their reading comprehension and their decoding skills. Talking books have the potential to accelerate the speed of learning to read by offering readers immediate access to a work’s pronunciation and thereby easing the need for the learner to rely on context cuss to understand new works.

Dos and Don’t of Using Computer in Early Childhood Programms:
*          Provide a computer center as one of many equally valued learning centers in the classroom. Allow use, access, and choices as you would any other center.
*          Do not use time on the computers as a reward for other activities, behaviours, and task completion. Do not only allow the well behaving children to access the computers.
*          Allow children lots of time to explore how to use a computer: what can/cannot occur, and simple exploration of the medium.
*          Do not sacrifice resources for important basis such as art materials, blocks, books play dough, puzzles, water tables, outdoor playground equipment, to purchase and maintain computers.
*          Do carefully evaluate all software, both for developmental appropriateness, and for nonsexist, nonracist, nonstereo-typical, and nonviolent material. Do not accept software brought form home without similar evaluation.
*          Do not use computer Lab. Public schools seems to love computer labs but, by definition, it is simply impossible to integrate the ongoing class room curricular if computer are isolated in a Lab. Where children must attend at a specific time during the day.
*          Don’t use computers for drill and skill activities. This is one of the befits misuses of computer with young children.
*          Provide enough staff training that teachers feel comfortable both with the computer in the classroom and the software selected.
*          Select computer programs that are meaningful to girls and minorities.
*          Do not use software that reinforces gender/racial stereotypes, or that promote violence as an acceptable way to solve problems this include computer games.
*          Provide ways for children with special needs to use computers, encourage individual Educational plans (IEPS) that uses technology to address specific learning disabilities.
*          Do not allow computer use to distract children time and attention from critical early childhood activities, art, music, play, social interaction. Exploration of books, climbing on the playground etc computer cannot replicate concrete experiences hands on learning, men tiring by adults and older peers, and exploration of the real physical and natural world.
*          Insist that software manufactures create developmentally appropriate materials that develop and nature children’s knowledge and sensitivity to diversity.
*          Don’t allow manufactures, researchers and experts to present computer as magical solution to our educational and parental challenges. Help parents become critical computer software consumers.
*          Make sure needed training and support for computers in the programme dose not detract from other needed training and support, such as working with children with special need, literacy instruction, conflict resolution etc.
*          Use a screening device when using the internet kid desk, internet save, Net naming and cyber patrol are some available ones. (Hangland 2000).

*          Staff of children center should staff of ICTs training
*          Government should make a policy that only professionals should work with early childhood educators.
*          Curriculum planners should work to see proper integration of ICTs into the overall curriculum is properly implemented.
*          Government should fund the education system properly.
*          Corruption among school administrators should be checkmated.
*          ICTs change the learning relationship between children and teachers.
*          ICT empowers children by granting them a voice they have never had before.
*          They open novel ways of designing dynamic things-they put children in touch with ideas and concepts that used to be beyond their reach.
*          They foster change in learning strategies
*          they open new pathways to social interaction
ICTS toys and creative tools can change important aspects of children’s learning.

Chate.T. (2003) computer for infant and young children. Child care information exchange.
Haugland S.W. (2000) Early childhood classroom in 21st centuring: using computer to maximize learning. Young to maximize learning young children.
Ogunfi J.O. (2012) Education and Information communication technology (ICT) in Nigeria Educational system: the Journey So far.
UNESCO (2006) Recognizing the potential of ICT on early childhood education.
Wardle F. (2006) the role of Technology in early childhood hood
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