Abstract
The integration of digital technology into early childhood life presents challenges in balancing play freedom with digital regulation, particularly regarding screen time limitations, content control, and online safety. Excessive restrictions without proper digital literacy guidance—such as evaluating online content, safe navigation, and healthy screen habits—can hinder social, emotional, and cognitive development. This study explores how digital technology is utilized in play and how regulations by parents and educators impact play freedom. Using a qualitative research approach with digital ethnography, the study involved 30 children (ages 4–6), 20 parents, and 15 early childhood educators. Data were gathered through participatory observation, in-depth interviews, and document analysis, then analyzed thematically. Findings indicate that 68% of children prefer digital games due to accessibility and interactivity. Parents largely enforce screen time limits rather than guiding safe and creative technology use. This study highlights that educational approaches surpass screen time restrictions, as seen in Finland’s policies, which emphasize media education, digital literacy, and guided technology use. Active parental and educator involvement is crucial for fostering wise, productive technology use while ensuring children develop healthy social skills.
Presenters
Hamid PatilimaLecturer, Early Childhood Education Study Program, Faculty of Postgraduate Studies, Universitas Panca Sakti Bekasi, Jawa Barat, Indonesia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
DIGITAL LITERACY EARLY CHILDHOOD EDUCATION SCREEN TIME REGULATION PARENTAL ENGAGEMENT
