Annisa Dwi Mariana

Strategy for Using Information and Communication Technology in PAUD to Build Digital Literacy

Introduction

Strategy for using information and communication technology in paud to build digital literacy. Discover effective ICT strategies for early childhood education (PAUD) to build digital literacy. This study analyzes challenges like limited facilities & teacher competence, offering recommendations for optimal integration.

Abstract

The development of information and communication technology (ICT) has brought about major changes in various aspects of life, including early childhood education (PAUD). Although ICT has the potential to support children's cognitive, social-emotional, and motor development, many PAUD institutions still face obstacles in utilizing it. The problems that arise include limited facilities, a lack of teacher competence in integrating ICT, and a lack of guidance on the healthy and safe use of technology for children. This situation has created a gap between the need for digital literacy in the modern era and the ability of ECE institutions to meet it. This study aims to identify effective strategies for utilizing ICT in supporting the digital literacy of early childhood, analyze the challenges of implementation in PAUD institutions, and provide practical recommendations for teachers, parents, and stakeholders. The research method used is a systematic literature review, which examines relevant literature in the form of journals, books, and articles related to ICT and digital literacy in early childhood. The results of the study show that integrating ICT into early childhood education can improve children's cognitive, social-emotional, and motor skills. The use of interactive educational applications can support the development of digital literacy, although challenges such as limited facilities and a lack of teacher training still exist. This study concludes that effective ICT use strategies can help prepare children for future digital challenges. Collaboration between the government, educational institutions, and parents is essential to optimize the use of ICT in early childhood education.

Review

This paper addresses a highly pertinent and critical topic: the strategic utilization of Information and Communication Technology (ICT) in Early Childhood Education (PAUD) to cultivate digital literacy. The abstract effectively highlights the significant gap between the recognized potential of ICT to foster children's holistic development and the considerable obstacles faced by PAUD institutions, such as limited resources, insufficient teacher training, and a lack of clear guidance on safe technology use. By setting out to identify effective strategies, analyze implementation challenges, and provide practical recommendations for various stakeholders, the study positions itself as a valuable contribution to bridging this crucial divide in the modern educational landscape. The methodology employed, a systematic literature review, is well-suited for synthesizing existing knowledge on this broad and evolving subject. The study's findings affirm that integrating ICT indeed supports children's cognitive, social-emotional, and motor skill development, with interactive educational applications specifically identified as beneficial for digital literacy acquisition. However, the review critically acknowledges that the perennial challenges of facility limitations and inadequate teacher training continue to impede effective implementation. This balanced presentation of both the benefits and persistent barriers offers a realistic perspective on the complexities of ICT integration in early childhood settings. In conclusion, this study offers a compelling case for the strategic and collaborative integration of ICT in PAUD. It not only outlines a roadmap for preparing young children for a digitally-driven future but also underscores the necessity of a concerted effort from government, educational institutions, and parents. The practical recommendations derived from the systematic review are a significant strength, providing actionable insights for improving practice. While a systematic review inherently relies on existing literature, the paper's clear synthesis and call for multi-stakeholder collaboration make it a vital reference for anyone involved in shaping early childhood education policy and practice in the digital age.

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