Adaptive Technology for Strengthening Early Literacy in Early Childhood

Abstract

This study aims to examine the utilization of adaptive technology in strengthening early literacy among young children by analyzing the implementation process, learners’ responses, and educators’ perceptions of the use of such technology. The study employs a qualitative method with a case study design, as this approach is considered capable of providing an in-depth and contextual understanding of technology-based adaptive literacy learning practices in early childhood education settings. The case study design was selected to explore the phenomenon holistically within a real-life context, allowing learning dynamics and children’s interactions to be analyzed comprehensively. The research was conducted at PAUD Cendekia Anak Bangsa, located in Bandung City, West Java, based on the institution’s readiness to integrate learning technology. The research informants consisted of six individuals: one school principal, two early childhood teachers, one adaptive literacy application developer, and two parents of learners. Informants were selected purposively because they were directly involved and possessed relevant experience related to the implementation of adaptive technology. The findings indicate that adaptive technology helps increase children’s learning engagement, supports instructional differentiation, and gradually strengthens early literacy skills. This study recommends the planned integration of adaptive technology into early childhood education learning processes, as well as the enhancement of teachers’ competencies through continuous professional development.