Digital devices support early childhood learning; however, excessive use may hinder social-emotional development, making supervision and wise use by parents and teachers crucial. This study aims to understand the positive and negative impacts of digital device use in learning on young children's social and emotional behavior. A correlational quantitative method was used by distributing survey instruments to 100 respondents. The results support four hypotheses about device use and children's social-emotional development. Excessive device use negatively affects social interaction skills (coefficient -0.45; P = 0.002) and emotional regulation (coefficient -0.50; P = 0.003). In contrast, supervised device use positively influences empathy and communication skills (coefficient 0.60; P = 0.000). Children guided by parents or teachers show better social-emotional development than those without supervision (coefficient 0.55; P = 0.000). All hypotheses are supported, emphasizing the importance of supervised device use.

Research to analyze and gain insights into the financial management of Public Middle School 22 Sijunjung, West Sumatra, in meeting the educational infrastructure needs. A qualitative approach using phenomenology was employed. Informants included the school principal, secretary, and treasurer. Data collection involved interviews, participatory observation, and document analysis. Data analysis included data condensation, presentation, and conclusion drawing. This study shows that the financial management of the school to meet educational infrastructure needs encompasses school budgeting, budget allocation, financial recording, and financial accountability. This study highlights the importance of financial management in providing educational facilities and infrastructure by involving internal and external stakeholders in the evaluation, analysis, monitoring, and fulfilling various school needs.