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Objective: This study investigates the media literacy competencies of early childhood education teachers in Deli Serdang Regency, Indonesia focusing on their understanding of media literacy concepts, integration into the curriculum, and implementation in schools, as well as the availability of relevant teacher development programs. Method: Utilizing a qualitative descriptive methodology, the research gathered data through interviews and observations conducted over a three-month period. Results and Discussion: Findings indicate that while teachers are adept at employing digital technologies within the framework of the TIAR Model, they exhibit a significant lack of deep conceptual understanding of media literacy. This deficiency is primarily attributed to the limited professional development opportunities specifically tailored to media literacy education. The results underscore the necessity for designing and implementing specialized training and support programs that enhance the media literacy competencies of early childhood educators. Research Implications: Policymakers should consider establishing guidelines and standards for media literacy education in early childhood settings. These policies could mandate regular professional development in media literacy for educators and allocate resources for such initiatives. Originality/Value: The study identifies a significant gap between the use of digital technologies and the conceptual understanding of media literacy among teachers. This finding is crucial for developing targeted interventions and underscores the need for a balanced approach to technology integration and conceptual education.
Hasibuan et al. (Tue,) studied this question.