Transformation of Teachers' Strategies in Shaping Early Childhood Characters in The Digital Era

Abstract

The rapid progression of the digital era introduces complex challenges to early childhood character building, creating a critical gap between technological advancement and conventional pedagogical frameworks. This library research evaluates the ongoing transformation of teachers' strategies in shaping early childhood characters within digital environments. Employing a qualitative literature review methodology , the study systematically synthesizes secondary data extracted from prominent academic publications spanning the years 2020 to 2026. The research primarily focuses on early childhood students and formal education teachers as the central subjects. Data were gathered through structured documentation techniques and examined using the Miles and Huberman qualitative analysis model, which integrates data reduction, data display, and verification. The results demonstrate that technology operates as a double-edged sword, offering highly interactive learning opportunities while simultaneously posing significant risks like gadget addiction and negative moral imitation. Consequently, teachers must pivot from traditional instructors into adaptive agents of change and digital literacy facilitators. In conclusion, character education success depends entirely on strategic pedagogical interventions rather than technology itself. It is highly recommended that educational systems prioritize continuous digital competency development for teachers and foster strong collaborative strategies with parents.