Analysis of Teachers' Strategies in Instilling Media Literacy to Counteract AI Video Content That Is Not Suitable for Early Childhood

Abstract

The rapid proliferation of Artificial Intelligence (AI) has significantly altered digital media consumption in early childhood education (ECE). This qualitative study explores educators' strategies in fostering media literacy to prevent young children's exposure to inappropriate AI-generated video content at KB Mamba’ul ‘Ulum Gatak. Data were collected via classroom observations, semi-structured interviews with the school principal and teaching staff, and institutional documentation analysis. Using the Miles and Huberman interactive framework, the findings reveal that while AI-supported media (e.g., smart TV applications, interactive digital modules) enhances engagement and visual learning, unmonitored screen time introduces risks such as emotional dysregulation (tantrums), reduced attentional focus, and early device dependency. To mitigate these risks, teachers implement targeted media literacy strategies comprising active screen-time boundaries, direct device co-viewing, modeling techniques, and intentional redirection toward kinesthetic and play-based activities. Furthermore, sustained teacher-parent partnerships establish a cohesive protective framework across both school and home environments. This study highlights media literacy not merely as a technical skill, but as a crucial socio-emotional protective strategy in the digital age.