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.
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