The Impact of Using Digital Portfolios on Early Childhood Development Documentation

Abstract

The development of digital technology provides new
opportunities for documenting early childhood development in
educational institutions. However, recording child development
is still often done conventionally, resulting in developmental
data that is often poorly organized, difficult to access, and
unattractive to parents. This study aims to analyze the influence
of the use of digital portfolios on the effectiveness of early
childhood development documentation. The research method
used a quantitative approach with a survey design among PAUD
teachers in Pasaman Regency. Data were collected through
questionnaires, observation, and documentation, then analyzed
using descriptive statistics and simple regression techniques. The
results showed that the use of digital portfolios positively
influenced the quality of child development documentation,
particularly in aspects of data neatness, storage speed, ease of
monitoring, and communication between teachers and parents.
This study is expected to serve as a reference for PAUD
institutions in developing effective, innovative, and sustainable
digital technology-based learning documentation systems. In
addition to improving administrative efficiency, digital portfolios
also help teachers compile more accurate progress reports and
support parental involvement in monitoring children's learning
achievements. These findings demonstrate that technology
integration in early childhood education can improve the quality
of comprehensive learning services.