A Practical Methodology for Developing Preschool Children’s Digital Literacy Through Activity-Center-Based Learning

Abstract

This article presents a practical methodology for developing foundational digital literacy among preschool children through activity-center-based learning. The study addresses a methodological gap between the general recommendation to integrate technology into early childhood education and the concrete pedagogical procedures required to organize such integration. A practice-oriented framework is proposed that connects six components: learning goal, digital tool, child action, teacher mediation, real-world activity and formative assessment. The methodology is organized around five phases: diagnostic orientation, demonstration and safety briefing, guided practice, independent/creative application, and reflection with documentation. Practical examples are provided for language, mathematics, science, construction, art and role-play centers. A developmental assessment matrix with four performance levels is proposed, alongside observation indicators for operational, informational, creative, communicative and responsible digital behavior. The article emphasizes that the purpose of preschool digital literacy is not early technical specialization but the development of purposeful, safe, creative and socially mediated interaction with digital tools. The methodology can be adapted to settings with limited equipment because it does not require one device per child and combines digital and non-digital materials.