Teachers are unclear how to adapt pedagogical techniques in digital play to enhance language development for young children in the digital era and with the changes in early childhood education. The purpose of this study is to analyze how teachers understand the development and teaching of early childhood language in early grades with digital game media and special references for early grade students. Qualitative, interpretative research is employed. The researcher picked a Surabaya primary school with digital technologies for the study's participants. Eight elementary school teachers were also included in the research. Teachers' interactions with students while utilizing digital tools were studied via the use of semi-structured surveys and focus group interviews. In addition, it was recorded that bystanders saw these exchanges. The data utilized in this analysis takes into consideration instructors' perspectives on the value of information communication technology (ICT) in early education, the benefits of digital play, and the potential of digital pedagogy to foster better language acquisition. The study found that instructors were amenable to digital play-based learning. Educators' knowledge of digital games' potential to assist primary language learning is limited. Since today's children are digital natives, many instructors feel video games may help them acquire a second language. More effort should be placed into producing games that incorporate digital language-learning tools. Results also demonstrate that using digital games in the classroom is current. Before completely understanding the benefits of digital play in language instruction, we need further research on teachers' viewpoints, digital literacy, and behaviors.