Airin Mutiarasari, Ernawulan Syaodih, Heny Djoehaeni
As digital technology becomes increasingly integrated into daily life, early childhood digital literacy prepares young learners for a future driven by technology. Recent studies indicate a significant rise in digital device usage among children, emphasizing the need for structured digital literacy education. This study identifies and evaluates evidence-based strategies for fostering digital literacy in early childhood while addressing key challenges in its implementation. A systematic literature review was conducted, analyzing peer-reviewed publications from 2014-2024 obtained from Web of Science and Google Scholar. Thematic analysis was used to examine pedagogical approaches such as play-based learning, scaffolded instruction, and age-appropriate digital tools, alongside challenges including inadequate educator training, unequal digital access, and concerns over excessive screen time. Findings suggest these approaches enhance children's technical proficiency, critical thinking, and responsible digital engagement. To address existing gaps, this study proposes an integrated framework emphasizing balanced technology use, professional development for educators, and policy interventions for equitable digital access. The study provides practical recommendations for educators and policymakers and highlights the need for longitudinal research to assess the long-term impact of digital literacy initiatives in early childhood education. © 2026 American Institute of Physics Inc.. All rights reserved.
Universitas Pendidikan Indonesia, Bandung, Indonesia
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