Teacher Strategies in Managing Gadget Use for Cognitive Development of Children Aged 5-6 Years

Pidiyawati Pidiyawati; Roza Yenita; Ajeng Priendarningtyas

doi:10.61650/ajme.v4i2.1298

Authors

Pidiyawati Pidiyawati Universitas Pancasakti Bekasi, Indonesia
Roza Yenita Universitas Pancasakti Bekasi, Indonesia
Ajeng Priendarningtyas Universitas Pancasakti Bekasi, Indonesia

DOI:

https://doi.org/10.61650/ajme.v4i2.1298

Keywords:

Teacher Strategy, Gadget Use, Cognitive Development, Early Childhood

Abstract

This study aims to examine teacher strategies in managing gadget use for cognitive development of children aged 5-6 years at TKIT Al-Faqih, Bekasi. The development of information technology has transformed the lifestyle of modern society, including young children who are now familiar with various gadget devices. Gadget use in early childhood has the potential for both positive and negative impacts on cognitive development, thus requiring appropriate management strategies from teachers. This research employs a qualitative descriptive method with data collection techniques through participatory observation, in-depth interviews, and documentation. The research subjects included classroom teachers and the school principal as informants. The findings reveal that teacher strategies include planning gadget use aligned with learning objectives, selecting age-appropriate educational applications, limiting usage duration, providing active supervision during activities, and balancing with physical play activities and social interaction. The school has policies supporting wise use of gadgets as alternative learning media. Positive impacts observed include improved memory, concentration, problem-solving abilities, logical thinking, and recognition of letters, numbers, colors, and shapes. This research provides significant contributions to the development of early childhood education in the digital era.

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