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Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review Karnita, Anggun; Aisyah, Siti; Mustapa, Noviana; Siti Syarah, Erie; Raymena Jovanka , Della; bt Mahamud, Samihah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-08

Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education.Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy.Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches.Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood.Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education.Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era.Paper type Literature review

The Impact of the Emo-Sisi Board Game on Emotional Self-Regulation in Preschool Children: A Quasi Experimental Study Mustapa, Noviana; Risnawati, Erna; Syarah, Erie Siti; Pramitasari, Muktia; Mahamud, Samihah
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 9, No 1 (2025): VOL. 9 NO. 1 APRIL 2025
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v9i1.32908

Emotional self-regulation plays an essential role within early childhood education, laying the groundwork for children to cope with emotions and build healthy interactions with others. This research analyses the improvement of preschool aged children’s emotional self-regulation using a quantitative quasi-experimental approach with a pre-test post-test group design with the Emo-Sisi “Understanding Emotion” Board Game. Emo-Sisi Board Game, by Watiek Ideo is an interactive educational game for preschoolers to identify, understand, and regulate emotions. The sample included 50 preschool children, 25 in an intervention group who engaged in structured board game sessions and 25 in a control group who received standard classroom activities. PreBERS scale was utilized to assess emotional self-regulation via pre-test as well as post-test measures. Two-tailed paired independent t- tests and the Wilcoxon signed rank test were used to analyse data. The results demonstrated that the intervention group performed significantly better than the control group on emotional recognition, emotional expression, and application of self-regulation strategies. These insights indicate that the Emo-Sisi Board Game helps to enhance emotional self-regulation skills for preschool children. Future studies are warranted to explore the long-term consequences of these interventions and their effects on wider developmental domains.

The Influence of Song Implementation on Early Childhood Language Skills: A Literature Review Ginting, Eunike Laveda; Amini, Mukti; Chandrawati, Titi; Syarah, Erie Siti
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.976

This literature review explores the influence of song implementation on the development of language skills in early childhood. Songs are widely used as an engaging educational tool to introduce children to vocabulary, sentence structures, and concepts such as counting and environmental knowledge. This study aims to examine how the integration of songs in early learning environments supports language acquisition and communication development. Using a qualitative literature review approach, relevant studies were analyzed to identify patterns in the use of music for linguistic stimulation. The findings highlight that songs significantly enhance children's vocabulary, facilitate faster word recall, and improve long-term memory retention. Moreover, singing activities help reduce language delays by creating a relaxed, enjoyable learning atmosphere that encourages verbal expression. These results underscore the importance of incorporating music-based methods in early childhood education as a strategy to optimize language development.

Effectiveness of Early Literacy Activities for Anti-Bullying Education in Early Childhood: A Systematic Review Alif Estiq Faroh; Tatminingsih, Sri; Budi Maryatun, Ika; Siti Syarah, Erie
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Bullying in early childhood poses significant long-term risks to children’s social and emotional development. Preventive efforts through early literacy activities have increasingly been recognized as an effective strategy to cultivate empathy, moral understanding, and social skills from an early age. This study aims to systematically review the literature on the effectiveness of early literacy activities in anti-bullying education for young children. The search process was conducted using three major electronic journal databases Google Scholar, JSTOR, and EBSCO employing standardized keywords. Article selection followed the PRISMA stages of identification, screening, eligibility, and inclusion, resulting in 15 studies that met the criteria. Findings indicate that activities such as storytelling, role-playing, and shared reading consistently enhance children’s understanding of empathy, emotional regulation, assertive communication, and prosocial behavior—core competencies essential for bullying prevention. Furthermore, early literacy activities strengthen positive social interactions through structured narratives and interpersonal simulations. Therefore, early literacy can be recommended as an effective pedagogical approach within early childhood curricula to support anti-bullying education through engaging and developmentally appropriate learning experiences.

Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review Karnita, Anggun; Aisyah, Siti; Mustapa, Noviana; Siti Syarah, Erie; Raymena Jovanka , Della; bt Mahamud, Samihah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-08

Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education.Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy.Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches.Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood.Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education.Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era.Paper type Literature review

Parenting for Children’s Character in Multicultural Context: Insights on Trust, Caring, Tolerance, and Forgiveness Aisyah, Siti; Novita, Dian; Noor, Nina Mariani; Syarah, Erie Siti; Mustapa, Noviana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-06

Parenting is a central site of children’s character formation, especially in culturally diverse societies where values are learned, negotiated, and reinforced through everyday relationships. Drawing on character education and informed by broader discussions in social and emotional learning (SEL) and SDG 4.7, this study examined how value-based parenting dimensions, namely trust, caring, tolerance, helpfulness, and forgiveness, are associated with children’s character development in Indonesia’s multicultural context. A cross-sectional survey was conducted with 112 female primary caregivers from five regions of Indonesia, Kuningan, Bogor, Tasikmalaya, Manado, and Jayapura, and the proposed model was analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that trust, caring, tolerance, and forgiveness are significant positive predictors of children’s character development, reflected in honesty and integrity, empathy and care, respect for difference, and constructive conflict resolution. Helpfulness, however, did not show a statistically significant direct effect once the other parenting dimensions were examined simultaneously. These findings suggest that children’s character development is better understood through an integrated moral-relational configuration of parenting values than through any single value considered in isolation. The study contributes to scholarship by clarifying which parenting values retain distinct explanatory relevance within a combined model and by showing that helpfulness may operate in a more indirect or context-dependent way. It also offers a modest global contribution by bringing evidence from a multicultural Indonesian setting into wider debates on family-based character development in diverse societies. The findings have practical implications for parenting education, early childhood programmes, and family-school partnerships that seek to strengthen value-based character formation.

Modeling the Influence of Cognitive, Motor, and Affective Factors on Early Math Communication Aisyah, Siti; Syarah, Erie Siti; Novita, Dian; Setiawan, Eko
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.59292

Learning Mathematical communication is essential for early cognitive development, yet few studies have examined how multiple developmental factors influence this skill simultaneously. This study explores the extent to which conceptual understanding, motor skills, and learning enthusiasm affect mathematical communication in early childhood. A total of 159 children aged 4–6 years from six Early Childhood Education (ECE) institutions in Java and Bali participated in the study. An explanatory quantitative method was applied using a one-group pretest-posttest design. A Likert-scale questionnaire measured four latent variables: conceptual understanding, motor skills, learning enthusiasm, and mathematical communication. Data were analyzed using Structural Equation Modeling (SEM) with LISREL. Confirmatory Factor Analysis showed good model fit with all loading factors above 0.50 and construct reliability above 0.70. The results demonstrated that all three variables significantly influenced children's mathematical communication skills, with motor skills having the greatest impact. Additional qualitative data from teacher journals, observations, and interviews provided deeper insights into how movement, interaction, and motivation contribute to children’s ability to express mathematical ideas. This study underlines the importance of integrating cognitive, physical, and affective aspects in early math learning. The research is limited by its short duration and localized sample. Further studies should consider broader contexts and long-term implementation

Kajian Literatur Sistematik Tentang Program Parenting untuk Food literacy bagi Anak Usia Dini Ningsih, Viro Yunarti; Mustapa, Noviana; Patilima, Hamid; Syarah, Erie Siti
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : UIN Sultan Maulana Hasanudin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/assibyan.v10i2.11485

Low parental nutrition literacy is one of the contributing factors to the suboptimal development of healthy eating habits among young children in Indonesia. This study aims to identify and systematically analyze the forms of parenting program interventions that enhance food literacy among parents and support the development of healthy eating behaviors in early childhood. A Systematic Literature Review (SLR) was conducted on scientific articles published between 2014 and 2024. A total of 8 articles that met the inclusion criteria were analyzed narratively. The findings reveal that effective parenting programs integrate educational, participatory, and contextual approaches, including practical skill training, hands-on activities, and community-based education. Key indicators of success include improved parental nutrition literacy, responsive feeding practices, and increased consumption of healthy food among children. The review also highlights several research gaps, such as the limited number of longitudinal studies and the lack of integration between food literacy and health promotion. These findings imply the need to develop more structured and sustainable parenting programs rooted in local cultural contexts.

Early childhood financial literacy: A systematic literature review Muktia Pramitasari; Erie Siti Syarah; Erna Risnawati; Khoiriyah Shofiyah Tanjung
Atfaluna: Journal of Islamic Early Childhood Education Vol. 6 No. 1 (2023): January-June 2023
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v6i1.5724

Financial literacy is important for individuals, society as a whole and contributes to economic growth and development. This systematic literature review aims to provide information regarding the importance of financial literacy for early childhood, financial literacy that early childhood can learn and good practices that have been implemented in stimulating early childhood financial literacy. This research reviews 14 journals from 143 various international journals and proceedings. Research has found that introducing the concept of financial literacy from an early age will encourage healthy financial habits in the future, financial education provides knowledge, skills and confidence, and various media and methods have been developed to stimulate early childhood financial literacy.

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