Rakimahwati et al.

, International Journal of Research in Engineering, IT and Social Sciences, ISSN 2250-0588,

Impact Factor: 6.452, Volume 06 Issue 10, October 2016, Page 1-5

Designing Android-Based Interactive

Media for Early Childhood as an early
Introduction to Reading Concepts and
Technology
Rakimahwati1 and Hendra Hidayat2
1
(Faculty of Education, University of Padang, Padang, West Sumatra-Indonesia)
2
(Faculty of Teaching and Education Science, Bung Hatta University, Padang, West Sumatera-Indonesia)
Abstract: This research is aimed to describe the design of interactive media of android-based for early
childhood as an introduction to reading concept and technology early. The research method is development
research limited to designing interactive media of android-based for early childhood. The first stage is
conducting needs analysis needs for designing interactive media of android based for early childhood. Needs
analysis at the beginning is done through direct observation and interviews. Then, designing of interactive
media of android-based for early childhood was carried out. The results of the research are an android based
interactive media design. The android based interactive media can help the learning system while playing in the
classroom, in the family, school and society which must be under the control and supervision of an adult.
Keywords: media, interactive, early childhood, android.

I. INTRODUCTION
Early Childhood Education is an efforts of guiding children from birth to the age of 6 years by
providing stimulation of education to help the growth and development of the physical and spiritual so that
children have the readiness to enter further education (Law No. 20 of 2003 on National Education system
Chapter 1, Article 1, Item 14). Santorck & Yussen (1992) also considers pre-school age as the period which is
full of important and unique events (a highly eventful and unique period of life) that place the foundation of a
person's life in adult age. Goleman explains that a period of three or four years is a fertile period for the growth
of the human brain to be able to reach more than two-thirds of the adult brain size. It can be concluded, that the
experts agree on how essential phase of preschool age for children further development. In addition, referring to
the nature of learning and development, according to Bateman (1990), on the function of the cerebral
hemispheres, one of them, show that children who during the preschool get enough stimulation to develop both
sides of his brain will acquire the readiness thorough to study successfully at the time of entering Elementary
School. Marcon (1993) explains that a child's failure to learn at an early stage will be an important predictor for
failure to learn in subsequent classes. Similarly, early learning mistake could be a barrier for further learning
process.
Technological developments that have been entered into the family environment, especially early
childhood like android technology, tablet and notebook and laptop provide space for children to get involved
into the use of a technology device. It is about 52% of children of ages 0-8 years had been able to access a
Smartphone, tablet or similar electronic equipments (Guernsey, 2012). If the use of technology mentioned
without supervision and control of the parents would also have a negative impact on the development of
children growth such as concentration deficiencies, children become lazy and social interaction is
reduced. Several research reports on children aged two to four years, they are on average of two hours / day
watching at devices screen such as TV / Tablet / Smartphone (Rideout, 2011), other studies have found that
children aged two to five years spend more than 32 hours a week in front of screens (McDonough, 2009), so that
this phenomenon should be immediately identified an alternative solution without restraint technologies and
playful learning can run well.
One alternative is developing android based interactive media can help learning system while playing
in the classroom, in the family and society which must be under the control and supervision of an adult (Bhaskar
K , 2013). This interactive media will give effect on building digital literacy and children's reading stimulus. It
was claimed that it multimedia technologies is prepared as good as possible can influence the effectiveness of
learning to read and helps in the process of teaching and learning (Pasnik et al., 2007; Neuman, Newman, &
Dwyer, 2010; the Corporation for Public Broadcasting, 2011). To improve the learning outcome, both teachers
and students markedly uses Information Communication Technologies (ICT) (Nilay M.Vaidya et al., 2016), the
meaningful use of technology and innovation in learning technologies impact the learning environment better. a

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Rakimahwati et al., International Journal of Research in Engineering, IT and Social Sciences, ISSN 2250-0588,
Impact Factor: 6.452, Volume 06 Issue 10, October 2016, Page 1-5

good learning environment to help students be more comfortable and be able to learn with pleasure. This idea is
particularly relevant to early childhood learning.

II. REVIEW OF RELATED LITERATURE

A. Early Childhood Viewed From Media Technology Aspects
Early childhood is unique, in the range 0-8 years old, have high curiosity, self-centered, and continues
to experience growth and development of age appropriate children who are strongly influenced by the
environment through stages of playing (Sujiono & Conscience, Y. 2009). The use of media in learning may
arouse new entrants desire, improving motivation and stimulation of learning activities, and even affect the
child psychologically (Hamalik, 1986). According to the agency of policy regarding media and communications
in the United States or the policy statement of the American Academy of Pediatrics (AAP) Council on
Communications and Media (2011) describes the interactive media with high quality can provide benefits for
children in improving social skills, language and reading readiness in school. In line with the National
Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and
Children's Media (2012) describes the technology and interactive media can be utilized in the development and
early learning. The role of media is very large, the culture media can affect children how children behave and
keep one another, how they learn, what they learned, and what they want to learn (Levin, 2013).
Educators agree that literacy today means developing digital literacy (technology-handling skills),
much as it meant concepts about print (book-handling skills) in the past (the National Institute for Literacy,
2008), educators agree that literacy or readability nowadays means digital readability development (skills of the
use of technology), which is meant before as print or books readability. So it is necessary to understand on how
the technology is used by children, according to Epstein (2013) results result of shows that: a) the parents allow
the use of media technologies such as tablets, smart phones and others under supervision and guidance of
parents (AAP, 2011), b) containing educational content (Wainwright & Linebarger, 2006), c) technology will be
effective when teachers or parents are also involved in the development of mental impact on the learning
experience (Plowman and Stephen, 2005; 2007). But if it is managed properly from the use of technology can
have an impact on children's language development, vocabulary, understanding of mathematical logic, skills of
problem-solving, self-regulation, and the development of social skills (NAEYC-Fred Rogers Center, 2012),
from the explanation of early childhood are closely relates in their life with interactive media, they grow up with
digital devices that become culture among at home, school, workplace and community.
B. Overview About Digital literacy and Reading Kids
1. Digital literacy for Early Childhood
Digital Literacy or readability of technology is very clear in our lives because of the
developments in technology. The patterns have been developed on the reading and writing text-based
electronics, including the technology readability (Marsh, 2004), a new readability (Lankshear &
Knobel, 2006) and digital readability (Merchant, 2007, 2008). All of these terms refers to the skills,
knowledge and understanding necessary to analyze, produce and create text processed spreaded out
through electronic media, such as computers, televisions, gaming devices, mobile phones, and touch
screen technology as the iPad.
Many use of digital technology for early childhood have impact marked with the child being
active, creative and fun in their world (Marsh, 2005) because digital technology offers the potential
children development to engage in more creative (Bruns, 2006). So, interpreted digital literacy for
young children is a digital readability and all elements of the development, deployment and use of
technology in the context of mental stimuli and physical and spiritual development of
children. Readability technology in this study is limited to the child who is able to understand and
recognize the use of technology.
2. Reading for Early Childhood
Reading in early childhood is a complex problem because there are many factors which are
influence and relevance of various components in affecting a child being able to read well, not only
read but also expected to interpret. Stimulate early childhood reading is closely related to literacy or
readability and meaning. This activity is a long process of gradual and sustainable until the child can
read.
According to Wicarksana (2011) reading is a set of mind activities which is done with full
notices to understand the information through seeing sense in the form of complicated symbols
arranged to create a meaning. Prasetyono (2008) reading is brain activities to transcribe, understand,
and interpret the symbols. Meanwhile, susanto (2011) early reading is reading which is taught program
to children at preschool age. This program focus on notice complete words which is meant in the
context of children personal and materials which is given through playing and interested activities as
learning interim. Reading in this research is still in knowing letters for early childhood because its
implementation is for 3 to 4 years children age.

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Rakimahwati et al., International Journal of Research in Engineering, IT and Social Sciences, ISSN 2250-0588,
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III. METHODOLOGY
This study is a research and development or development research (RnD). This research includes
research that develops and produces android based interactive media for early childhood.
The first stage is conducting a needs analysis android based interactive media design for early
childhood. This stage begins with a needs analysis is to describe the initial conditions of early childhood
school. Needs analysis at the beginning is done through direct observation and interviews. Furthermore, the
design of android-based interactive media for early childhood was carried out.

IV. RESULTS
The results obtained from analysis initial needs of design are as follows:
a. The use of media technology in children is limited, so hindered the development of digital
literacy and children reading ability.
b. The introduction and use of technology is made only on the theme of communication tools
c. The technology has not been used as a medium of learning.
d. Children's ability in the use of technology is not developed optimally.
e. Children are not able to build on the knowledge and experience through the use of media technologies.
Based on these initial conditions, researchers are trying to design Android-based interactive media
products for early childhood. The results of the design carried out by researchers as follows:

Figure1: The starter view and process of playing Game recognizing letters
A first design generated, as shown in Figure 1 above consists of a home page and
opening. Furthermore, there is a display lets recognize the letters with four menus i.e., start to play, help, about
and exit. After that, if pressed button start playing, it will display the correct letters mate choice, children are
invited to choose the right. If the answer is correct then the answer will appear exactly true.

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Rakimahwati et al., International Journal of Research in Engineering, IT and Social Sciences, ISSN 2250-0588,
Impact Factor: 6.452, Volume 06 Issue 10, October 2016, Page 1-5

Figure2: Instructions and other information of the game let's recognize letters
Next to the image 2, it can be seen that continuation phases of the game, if the answer given is correct
then the student does not show up response from the gaming system to answer "not quite right", with the menu
selection and return the main menu. If you want to get out you can click the menu out.

V. CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH

Conclusion
The produced design of interactive media is merely the introduction of reading and technology for
early childhood, to interpret the process of playing while learning. The process of playing while learning must of
course be under the supervision and guidance of adults, teachers and parents. Building a cozy atmosphere and
give children the opportunities to try and learn without realize. All concepts play while learning course has rules
to stay how adults organize and direct that this process will have a positive meaning for the growth and
development of young children.
Suggestions
It is time for educators to try varying the learning process through interactive media, especially media
touching, so the atmosphere will be able to begin to decrease boredom and emerging high sense of desire to
learn from the students. In addition, the learning process through interactive media to facilitate varies learning
styles.

VI. REFERENCES
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