Integrating Digital Videowall in Early Childhood Education: Pedagogical Strategies and Challenges in Letter and Number Recognition

Abstract

The integration of digital technology into early childhood education has created opportunities to transform conventional learning into more interactive and meaningful experiences. However, previous studies have predominantly examined digital applications, educational games, and audiovisual media, while limited attention has been given to the pedagogical use of digital videowalls in supporting early literacy and numeracy development. This study aims to explore teachers' pedagogical strategies in introducing letters and numbers through a digital videowall and to identify the challenges encountered during its implementation in early childhood classrooms. A descriptive qualitative approach was employed at TK Negeri Pembina Ciledug, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal and classroom teachers, and documentation. Data validity was ensured through source triangulation, while the data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings reveal that the videowall supports children's engagement through interactive visual activities, enables teachers to implement more child-centered instructional strategies, and facilitates letter and number recognition by integrating images, animations, sounds, and educational games. The main challenge identified is the limited availability of videowall facilities, requiring teachers to apply effective classroom management and rotational learning strategies. These findings contribute to the growing literature on digital pedagogy in early childhood education by highlighting the importance of combining technological innovation with appropriate instructional practices to enhance children's early literacy and numeracy learning experiences.