Abstract
Non-formal education and early childhood technology literacy during the COVID-19 pandemic are relatable. This research specifically investigated non-formal education and early childhood technology literacy in Indonesia during the Covid-19 pandemic. The study was qualitative case studies. The results showed that the characteristics of the 2013 PAUD curriculum in Indonesia included a) optimizing children's development, b) using thematic learning with a scientific approach in providing educational stimuli, and c) using authentic assessments in monitoring children development. The literacy of technology in early childhood education is related to new forms of technological literacy. In this case, supporting the success of early children’s remote learning also means conducting two-ways communication between teachers and parents.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
