ABSTRACT
This research tends toward a digital-generation, constructive-education movement based on digital practices in accordance with the psychological development of children or referred to as DADP. Now, parents and millennial teachers can rely on the ability of digital-generation alpha literacy in directing children character development. One method is the completion of the task of developing self-care, which consists of daily life activities. This research looks at ICT as supporting contextual learning media in ECE, conducted in three kindergartens in the Greater Bandung area, with purposeful sampling considering the effect of information technology development between the city center and the rural areas. A qualitative approach with non-participant observation, focus group interviews, and audiovisual materials is used to understand student attitudes, and teacher and parent perceptions about the effectiveness of DADP. The results show that the use of digital technology in early childhood in downtown, urban, and rural areas is influenced by parents as the center of determining the pattern of gadget use in children. Parents’ backgrounds and parenting patterns at home affect various digital literacy abilities that affect various aspects of child development, including understanding development, fine motor skills, social emotional, social cognitive, language development, social culture, creativity, etc. In the psychopedagogics aspect, teachers understand ICT-based learning to be a media collaboration between teachers and children who can realize healthy digital literacy-based learning. ICT-based learning processes are seen as effective in increasing children’s attention and learning interest if accompanied by creativity and learning interactions that pay attention to the child’s nature. Children are interested in learning something new and dynamic, directing themselves to the games they like, including the tendency to choose to play without technological media when learning is static. Learning in the digital age is expected to always uphold the nature and task of children’s development in life, because ICT-based learning is not mere stimulation of cognition, but also motivational aspects in the formation of character behavior both at home and at school.
