<![CDATA[The purpose of this paper is to find out the strategy of Arabic language learning in early childhood and to find out the supporting and inhibiting factors in Arabic language learning in Early Childhood Arabic language learning in early childhood in Indonesia has great potential but also faces complex challenges. This research aims to explore, analyze, and formulate Arabic learning strategies that are effective, sensitive to the socio-cultural context, and responsive to technological developments. The educational ethnography study was conducted at RA An-Nisa DWP IAIN Ternate, North Maluku, involving 20 children aged 4-6 years and 3 PAUD teachers. Data collection methods included participatory observation, interviews, and documentation studies. The findings show that the use of sound system technology is very effective in improving the mastery of Arabic phonetics and vocabulary, accommodating children's musical intelligence. However, the limited number of teachers who are competent in Arabic is a significant obstacle, resulting in pronunciation errors and negative attitudes of children. This study confirms that in early foreign language education, technology can be a strong enabler, but cannot replace the role of competent teachers. The findings highlight the urgency of bridging the gap between ECE expertise and Arabic language competence in teacher professional development.]]>
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