<![CDATA[This study aims to analyze Early Childhood Education (PAUD) teachers’ creativity in developing early childhood literacy through electronic storybooks (e-storybooks) and examine the role of teachers’ digital media mastery in supporting children’s reading, writing, speaking, and listening skills. A qualitative case study was conducted at RA Daarun Najah and TK ABA 40 in Krembangan District, Surabaya, involving two school principals, four teachers, and six children selected through purposive sampling. Data were collected through observations, interviews, and documentation and analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings show that teachers’ e-storybook mastery, combined with creative strategies such as expressive storytelling, varied intonation, interactive questioning, drawing, and simple writing, created engaging learning experiences. These strategies increased children’s participation, enriched vocabulary, improved story comprehension, and supported the integrated development of reading, writing, speaking, and listening skills. The findings indicate that e-storybook effectiveness depends not only on technology but also on teachers’ creativity and competence in designing developmentally appropriate learning experiences. Continuous professional development is needed to strengthen teachers’ digital competence and creativity in e-storybook-based literacy instruction.]]>
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