Digital literacy and digital economy in the perception of early childhood education

The objective of this study is to examine the effects of digital literacy on the cognitive development of young children within the context of the digital economy in Tuban Regency. This research utilizes a qualitative phenomenological approach to examine the beliefs and attitudes of teachers and caregivers regarding the use of digital technology by children between the ages of 4 and 6. Data was collected from in-depth interviews, observations, and document analysis conducted with three key groups: children, parents, and teachers in different areas of Tuban with varying degrees of technological resources. The results indicated that in urban areas, access to technology-based educational programs has a significant influence on children’s capacity for critical thinking, creativity, and problem-solving, demonstrating the importance of digital literacy. Nevertheless, the cognitive development of children is influenced by the disparity in technological access between urban and rural environments. Furthermore, it is imperative for parents and educators to play a critical role in utilizing digital technology to enhance the cognitive development of children. Based on the findings of this study, enhancing digital literacy requires enhancements in technology accessibility in rural communities, training for parents and educators, and integration of educational apps into early childhood curriculums.