Peer-reviewed article
Social and Cultural Transformations in Early Childhood Education
Eti Suryati, Lina Marlina, Jessy Gasela Putri ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how technology, modernization, and globalization are changing early childhood education in Indonesia. Researchers observed ECE institutions and interviewed teachers and parents to understand the effects on learning, parenting, and children's social interactions. The findings show that while technology offers benefits like improved access and innovative teaching methods, it also creates challenges such as reduced face-to-face interaction and weaker transmission of cultural and moral values.
Key points
- Technology and globalization provide improved access to learning resources and innovative educational methods in ECE
- Social and cultural changes have led to reduced direct social interactions among children
- Parenting patterns are shifting in response to modernization
- Moral and local cultural values are being less reinforced in ECE settings
- Teachers and parents play a critical role in integrating technology with character and cultural education
Limitations
The study was limited to specific local contexts in Indonesia, so findings may not generalize to other regions or countries with different cultural and technological landscapes. The research is descriptive and qualitative, so it cannot quantify the magnitude of effects or establish causal relationships.
Abstract
Social and cultural changes driven by technology, modernization, and globalization increasingly affect Early Childhood Education (ECE), raising questions about their impact on learning processes, parenting styles, children’s social interactions, and character education. This study aims to analyze these effects and provide guidance for aligning educational practices with evolving social and cultural contexts. A descriptive qualitative approach was employed, involving observations, interviews, and document analysis within ECE institutions and local communities. Although the study is limited to specific contexts, its implications highlight the critical role of teachers and parents in integrating technological advancements with character and cultural education. Findings indicate that social and cultural changes offer benefits such as improved access to technology and innovative learning methods, but also present challenges including reduced direct social interactions, shifting parenting patterns, and weaker reinforcement of moral and local cultural values. The originality of this research lies in linking societal transformations directly with practical strategies in ECE, contributing to holistic child development and offering insights distinct from prior studies that focus solely on educational outcomes.