<![CDATA[Digital technology in early childhood education often remains limited to watching and repetitive practice, although digital literacy requires critical, creative, ethical, and contextually meaningful participation. This study mapped young children's digital literacy, examined teachers' pedagogical practices, and identified design requirements for a Deep Digital Play-Based Learning model. A cross-sectional descriptive survey with dual-source needs analysis was conducted. The initial child dataset contained 87 records; five were excluded because reported ages fell outside the 4-to-under-7 criterion, leaving 82 valid records. The teacher dataset comprised 17 educators. The child instrument included 15 items across five dimensions on a four-point scale, whereas the teacher instrument included 14 items across seven dimensions on a five-point scale. Data were analyzed using means, standard deviations, 95% confidence intervals, low-score proportions, Cronbach's alpha, and Friedman tests. Children's overall digital literacy averaged 3.06 (SD = 0.42), with digital creativity as the lowest dimension (M = 3.01). Using camera or recording features to document ideas was the weakest child indicator (M = 2.99; 15.9% low scores). Teachers' pedagogical practices averaged 3.18 (SD = 0.38), but creative production was the weakest dimension (M = 2.82), followed by collaborative sharing (M = 3.00). Facilitating original digital products was the lowest teacher indicator (M = 2.63; 35.3% low scores). The findings reveal a consistent gap between basic device use and productive, reflective, critical, and collaborative digital practices. The model should integrate meaningful triggers, guided exploration, digital creation, critical-ethical dialogue, reflective pauses, and digital-unplugged transfer.]]>
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