<![CDATA[This study aims to find out how the IT understanding of parents of students at RA Masyithoh II Gadingrejo, to find out how to provide learning support for early childhood at RA Masyithoh II Gadingrejo, and to explain the influence of parents' IT understanding in providing learning support for early childhood at RA Masyithoh II Gadingrejo. The research method used is qualitative research. For data collection using interviews, observation, and documentation. While the analysis uses qualitative data analysis in the form of data reduction results, data presentation, and drawing conclusions. The research findings show that parents can monitor IT access and use, especially gadgets, more effectively in early childhood, so that children's digital experiences can be more controlled and tailored to their needs. Parents' active role in selecting appropriate content allows young children to access content that supports their development in a positive way. Parents should set time limits for playing with gadgets to reduce negative impacts, such as harm to children's eyes and disruption to social interactions. In addition, proper supervision of gadget use in early childhood can help ensure that technology use provides positive benefits and does not harm children's development. With proper guidance, parents can ensure a healthy and quality digital experience for young children and help them develop a wise understanding of using IT. Teachers in mentoring learning have many functions: as guides, environmental organizers, participants, counselors, and supervisors.]]>
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