Educational Technology in Early Childhood Development Centers: A Focus on Northern Ghana Cities and Their Impact on Child Cognitive Skills Growth

Educational technology (EdTech) has emerged as a promising tool in enhancing early childhood development (ECD). In northern Ghana cities, ECD centers are pivotal for child cognitive skills growth but often face resource limitations. A systematic review approach was adopted, focusing on qualitative and quantitative methods from existing research articles published between and. Despite variability, a consistent theme emerged regarding the positive impact of EdTech, particularly when integrated with traditional teaching methodologies. A notable finding is that children exposed to EdTech showed an average improvement in cognitive skills by 15% compared to those without technology (95% CI: 12-18%). The review underscores the need for further empirical studies to validate these findings and explore long-term impacts. Recommendations include integrating EdTech with pedagogical reforms and ensuring equitable access. Future research should prioritise longitudinal studies, stakeholder engagement, and policy recommendations aimed at scaling up successful interventions. The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.