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Saharudin Saharudin
Universitas Jambi, Indonesia
Education

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Parental Involvement in the Selective Provision of Digital Access for Young Children Saharudin Saharudin; Regita Riani Putri
Journal of Childhood Development Vol. 6 No. 1 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v6i1.7424

Abstract

This research explores parental involvement through the selective provision of children's access to digital technologies. Employing a qualitative exploratory case study design, data were generated through semi-structured interviews with six parents of kindergarten-aged children in a private school context. Interviews were carried out in Bahasa Indonesia, recorded, and transcribed word for word. Thematic analysis was utilized to examine the data for patterns in parental decision-making and regulation practices. The findings reveal three interconnected themes. First, parents enacted involvement through evaluative judgments of age appropriateness, focusing on children’s readiness and content suitability. Second, parents carefully determined the timing of children’s first digital exposure, often introducing devices gradually and intensifying access in response to schooling demands. Third, parental involvement was sustained through conditional access, where device use was regulated through supervision, time limitations, and purpose-driven rules. Overall, the study emphasizes that the digital access decision in early childhood is not a one-time thing, but rather a continual practice by the parents, influenced by the child's development and the specific circumstances. The study contributes to early childhood digital parenting literature by conceptualizing digital access as selective provision and offers policy implications for strengthening age-appropriate guidance and school–parent collaboration in managing children’s digital engagement. Furthermore, the novelty of this study lies in conceptualizing digital access not as mere availability, but as a socially mediated and developmentally negotiated practice of selective provision in early childhood. This study is novel in that it shifts the analytical focus from post-use regulation to pre-access decision-making, highlighting selective provision as a key dimension of parental mediation in early childhood.
Reconceptualizing Parental Awareness in Early Childhood Learning: A Qualitative Exploration of Interpretive Processes and Socio-Pedagogical Dynamics Regita Riani Putri; Saharudin Saharudin; Syahrial Syahrial; Urip Sulistiyo; Benoudjafer Ibtissam
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8539

Abstract

Purpose: This study addresses a critical theoretical gap in early childhood education by reconceptualizing parental awareness not as a static set of observable practices, but as a dynamic, interpretive process. Methodology: Employing a qualitative single-case study design, this research involved semi-structured interviews with six parents of early childhood learners. Data analysis was conducted using inductive thematic analysis supported by NVivo to explore the subjective processes through which parents make meaning of their children’s learning experiences. Findings: The findings reveal that parental awareness is a context-dependent, socially constructed process shaped by continuous interactions across home, school, and social environments. Four interrelated dimensions emerged: (1) awareness in school transition, (2) awareness of children’s learning patterns in daily activities, (3) awareness in educational decision-making within social contexts, and (4) awareness shaped through school communication. These results demonstrate that parents actively interpret, negotiate, and reconstruct their understanding of children’s learning rather than merely implementing predefined pedagogical practices. Implications: This research extends existing bio-psycho-social-digital frameworks by shifting the focus from measurable involvement to the internal, reflective processes that underpin meaningful parental engagement. Recommendations: Future pedagogical and institutional efforts should prioritize strengthening collaborative communication frameworks that support parents in their role as reflective agents, thereby ensuring more holistic and resilient learning ecosystems. Originality/Value: Grounded in the necessity of socio-pedagogical integration, this research provides empirical insight into the subjective dimensions of parental awareness, offering a more holistic lens for understanding parent–child–school interactions in contemporary early childhood settings.
Co-Authors Benoudjafer Ibtissam Regita Riani Putri Sulistiyo, Urip Syahrial, Syahrial