This study employs a qualitative case study approach to investigate the Information and Communication Technology (ICT) implementation in an exemplary kindergarten in urban China. It examines how the urban kindergarten collaborates with ICT companies to create learning environments such as Smart-pad and motion sensing rooms for children, and how educators’ practices are influenced by decision-making by principals. Findings indicate that such partnerships are crucial, but might limit teachers’ involvement in technological decisions, impacting their ability to integrate ICT meaningfully into the curriculum. This study underscores the complexities of ICT implementation in kindergartens in urban areas. By focusing on these urban-specific challenges and opportunities, the research provides critical insights for enhancing the effectiveness of ICT in improving learning experiences in kindergartens, advocating for education practices that are technologically informed and pedagogically sound. Implications for policymakers, kindergarten principals and teachers are also discussed.
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