The significance of information and communication technologies in the educational sector in the last few decades has tremendously increased. The current study aims to examine the significance of various individual factors such as teachers' self-concept, self-efficacy and ICT-related subjective self in predicting their perceptions of ICT usability leading to enhance preschool children’s learning outcomes. To achieve the study objectives, the authors applied a quantitative research methodology. After surveying 386 preschool teachers in 55 preschools, the data were analyzed using SmartPLS software. Most educational institutions have transformed their traditional modes of education into virtual classrooms. Technological intrusion in the educational sector has increased during COVID-19 and is persistent in the post-COVID era. Similarly, in universities and colleges, the inclusion of digital technologies in preschools has remarkably increased. The current study adds value to the existing body of literature by extending the existing TAM3 to TAM3+ by adding a new domain of subjective self and predicting preschool teachers' ICT usage in the classrooms and the interaction of this usage with technical support to enhance the preschool children’s learning outcomes.

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This article is the result of research that aims to improve children's language skills through role-playing learning strategies. Research methods using action research. There were 20 children in class B of TK Pembina 5 Ternate City. Language skills have an important role in early childhood development and development. Children can express ideas, ideas, thoughts, and desires through spoken language. Based on the results of the study in each cycle there was an increase in language skills in early childhood using role-playing strategies. Based on the results of this study it is recommended that Early Childhood Education teachers be able to use role-playing strategies to improve language skills in children.

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