Edi SubkhanCurriculum and Educational Technology Department,Education Faculty, State Semarang Universityedi_subkhan@yahoo.com
This article as a theoretical overview explains and introduces the basic concept of thecritical perspective on educational technology for early childhood education,especially for the Indonesian audience. The critical perspective derived from thecritical pedagogy notions is very important as a critical tool of analysis on examinesthe creating, using, and managing of the learning media and method for earlychildhood education. The critical analysis result would be the prominent considerationon educational technology activities (creating, using, managing) and the criticalpedagogy notions itself become the reference paradigm and foundation for thoseactivities. The subtantial objectives of the early childhood education from the criticalpedagogy perspective are tend to bring the learning practice more democratic,emancipatory, dialogic, participatory, and transformative for the childs’ cognitive,afective and psychomotoric development. The concern of the critical pedagogy forearly childhood education is not insist to build the childs’ critical consciousness, but tonurture the childs’ need for critical inquiry, in this case the teachers position isimportant to develop and practicing the learning practice based on the criticalpedagogy notions and also examine critically the early childhood education policy, itscurriculum, and etc.Keywords: critical pedagogy, early childhood, educational technology, ICT-based learningmedia, and method.