Strategi Pendampingan Orang Tua untuk Meningkatkan Literasi Digital Anak usia Dini

Siti Hazar  Agisah; Nurina Nurina; Eha  Solehah

Authors

Siti Hazar Agisah Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al-Farabi Pangandaran
Nurina Nurina Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al-Farabi Pangandaran
Eha Solehah Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al-Farabi Pangandaran

Keywords:

parental guidance, digital literacy, early childhood, learning strategies, TK Miftahul Falah

Abstract

The rapid development of digital technology has significantly influenced the learning patterns and behavior of early childhood, including within educational institutions such as TK Miftahul Falah. The increasing use of digital devices such as smartphones and tablets among young children demands active parental involvement to ensure that technology use goes beyond entertainment and supports meaningful learning. This study aims to analyze parental strategies in enhancing digital literacy among early childhood students at TK Miftahul Falah. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation involving six parents, two teachers, and one school principal. The findings reveal that parental assistance strategies comprise three main aspects: supervision and time limitation in using digital devices, active guidance in selecting and utilizing educational content, and collaboration with the school through parenting programs and digital literacy workshops. These strategies have proven effective in helping children understand the educational functions of technology while fostering responsible and wise attitudes toward its use. Although this research is limited to a single institution and cannot be generalized broadly, the findings provide valuable implications for both families and educational institutions to strengthen their collaboration in digital guidance for early childhood. The originality of this study lies in its integrative model that combines parental and institutional collaboration to develop balanced digital literacy among children through aspects of control, education, and character formation

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