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All Journal Cakrawala Pendidikan Harmonia: Journal of Research and Education Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta AL-ATHFAL : JURNAL PENDIDIKAN ANAK Atfaluna: Journal of Islamic Early Childhood Education TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Journal of English Language and Education Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik)
Syarah, Erie Siti
Teacher Education Program In Early Childhood Education, STIT Muhammad Mardiyana, Tangerang, Indonesia
Arts Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Andriani, Mia Ayu Niza Machfauzia bt Mahamud, Samihah Chandrawati, Titi Elindra Yetti Fridani, Lara Ginting, Eunike Laveda Gunarti, Winda Hapidin, Hapidin Ilza Mayuni Karnita, Anggun Mahamud, Samihah Mukti Amini Mustapa, Noviana Nurbiana Dhieni Nurhalita Diny Pramitasari, Muktia Raymena Jovanka , Della Risnawati, Erna Shofiyah Tanjung, Khoiriyah Siti Aisyah Winda Gunarti Yuli Pujianti YULI PUJIANTI