This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development. Research findings revealed that the current status of ICT integration within ECE is still at a preliminarily level. Although most stakeholders view the integration of ICT in ECE positively, policy regarding integration and implementation of ICT is apparently unclear. Additionally, stakeholders lack awareness of the capacity of ICT to support young children's learning and development. The findings also reveal that teachers' lack of technological competency, negative attitudes towards using technology, and busy schedules hinder ICT integration in ECE; that in-service training programs, educational supervision, and incentives and funding are ineffective; and that inadequate infrastructure, and lack of hardware and software.