Parental Involvement in Mattering Early Childhood Digital Literacy: The Role of Balanced Screen time and Access to Technology Evidence from Indonesia

Abstract

This study aimed to explore the dynamics of early childhood digital literacy in Indonesia and examine the roles of parental involvement, balanced screen time, and access to technology in shaping digital literacy outcomes. A quantitative research approach was employed, involving a sample of Indonesian parents and educators. Data were collected through surveys and analyzed using structural equation modeling. The study revealed that parental involvement positively influences early childhood digital literacy, highlighting the significance of active parental engagement in fostering digital skills. Additionally, balanced screen time was found to enhance digital literacy, emphasizing the importance of managing screen time for educational purposes. Access to technology acted as a moderator, amplifying the impact of parental involvement and balanced screen time on digital literacy. This research contributes to the understanding of early childhood digital literacy in the Indonesian context. The findings offer valuable insights for educational stakeholders, emphasizing the need for comprehensive curricula, parental engagement, equitable technology access, and tailored digital learning platforms. This knowledge can inform policies and practices aimed at enhancing digital literacy in early childhood education, promoting a balanced and inclusive digital education environment in Indonesia.