KOMPETENSI LITERASI DIGITAL GURU PAUD DALAM MENYELEKSI KONTEN EDUKATIF YANG LAYAK ANAK

Abstract

The development of digital technology provides opportunities for Early Childhood Education (ECE) teachers to create learning experiences that are more engaging, concrete, and interactive. However, the diversity of digital content also requires teachers to have the ability to select content that is safe, educational, and appropriate for children’s developmental stages. This study aims to analyze the digital literacy competence of ECE teachers in selecting appropriate educational content for children and to identify the challenges encountered during this process. This research employed a qualitative descriptive approach, with data collected through interviews with five ECE teachers. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that teachers are able to utilize digital media in learning and select content by considering children’s age and developmental needs, learning objectives, language, visual elements, duration, safety, and moral values. However, teachers still face several challenges, including inappropriate advertisements and content, limited digital skills among some educators, unstable internet connectivity, and difficulties in finding digital content that is genuinely appropriate for young children. This study highlights the importance of practical and continuous digital literacy training for ECE teachers. Furthermore, the study produced a Digital Educational Content Suitability Assessment Instrument for Early Childhood as a systematic guideline for selecting digital content that is safe, developmentally appropriate, and supportive of learning objectives. The instrument is expected to assist teachers in making informed decisions when integrating digital resources into early childhood learning activities.