Video-Based Finger Puppet Making Training for ECE Parents: A Technology-Enhanced Approach to Home–School Partnership

Anni Risnawati, Heris Hendriana, Sri Nurhayati, Damola Olugbade, Mohammad Moreb

Abstract


Parental engagement is a key determinant of early childhood development, yet many families face practical and psychological barriers to meaningful involvement in their children’s education. This study addresses this gap by rigorously exploring the impact of a video-based finger puppet-making training initiative on parental engagement within early childhood education (ECE) contexts. The study involved five parents from a semi-urban ECE center in Indonesia, each with varying levels of education and digital literacy, providing insight into the program’s accessibility and relevance across diverse backgrounds. Employing a qualitative case study methodology, the research drew on semi-structured interviews, direct observations, and analysis of participant-produced artifacts. Thematic analysis revealed four principal outcomes: First, participants reported heightened self-efficacy in crafting practices, with video-based scaffolding enabling skill development at an individualized pace. Second, the finger puppet activity fostered emotionally resonant storytelling and strengthened literacy practices at home. Third, the training led to increased and more substantive engagement with educators, suggesting an emergent co-educator role among caregivers. Lastly, the asynchronous video format was effective in accommodating diverse schedules and technological capacities, although minor digital access limitations were noted. This study’s findings corroborate and extend scholarship on adult learning theory, symbolic interactionism, and digital pedagogy. Practically, the low-cost, flexible nature of the intervention demonstrates significant potential for broader adoption in diverse ECE contexts, supporting inclusive parent engagement policies. The results offer actionable insights for educators and policymakers seeking to implement scalable, culturally responsive strategies to bridge home–school learning.

Keywords


Parental Engagement; Early Childhood Education; Finger Puppet Training; Video-Based Learning; Home–School Partnership.

Full Text:

DOWNLOAD [PDF]

References


Acker, A., & Nyland, B. (2024). The Black Swan: An early childhood music project. International Journal of Music Education, 42(1), 68–79. https://doi.org/10.1177/02557614221145466

Al-walah, M. A., Donnelly, M., & Heron, N. (2024). Barriers, enablers and motivators of the “I’m an active Hero” physical activity intervention for preschool children: a qualitative study. Frontiers in Pediatrics, 12(1), 1–13. https://doi.org/10.3389/fped.2024.1333173

Beatson, R., Molloy, C., Fehlberg, Z., Perini, N., Harrop, C., & Goldfeld, S. (2022). Early Childhood Education Participation: A Mixed-Methods Study of Parent and Provider Perceived Barriers and Facilitators. Journal of Child and Family Studies, 31(11), 2929–2946. https://doi.org/10.1007/s10826-022-02274-5

Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A Digital Play Framework. British Journal of Educational Technology, 46(6), 1149–1160. https://doi.org/10.1111/bjet.12191

Boateng, J. K., Attiogbe, E. J. K., & Boadi, C. (2023). Integrating Technology for Effective Teaching and Learning by Adults: The Ghanaian Perspective. In Lifelong Learning: Perspectives, Opportunities and Challenges (pp. 45–60). https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153448655&partnerID=40&md5=0f2a55df46566eeca89f826bd364339a

Boutell, M. (2017). Choosing Face-to-face or Video-based Instruction in a Mobile App Development Course. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 75–80. https://doi.org/10.1145/3017680.3017774

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W. (2017). Research Design; Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: SAGE Publications.

Dinham, J. (2023). Developing Digital Literacy in the Arts for Preservice Teachers. In Integrating Digital Literacy in the Disciplines (pp. 30–41). Routledge. https://doi.org/10.4324/9781003445326-5

Forssman, L., & Gottwald, J. M. (2022). The impact of interactive book sharing on child cognitive and socio-cognitive development (the REaL trial): study protocol for a randomized controlled trial. Trials, 23(1), 802. https://doi.org/10.1186/s13063-022-06733-8

Gedfie, M., Getahun, D. A., & Negassa, D. (2021). Barriers to and strategies for parental involvement in the education of children with disabilities in primary schools in Bahir Dar City Administration, Ethiopia. British Journal of Special Education, 48(2), 235–258. https://doi.org/10.1111/1467-8578.12360

Gennetian, L. A., Marti, M., Kennedy, J. L., Kim, J. H., & Duch, H. (2019). Supporting parent engagement in a school readiness program: Experimental evidence applying insights from behavioral economics. Journal of Applied Developmental Psychology, 62(1), 1–10. https://doi.org/10.1016/j.appdev.2018.12.006

Gerber, S.-J., Sharry, J., & Streek, A. (2016). Parent training: effectiveness of the Parents Plus Early Years programme in community preschool settings. European Early Childhood Education Research Journal, 24(4), 602–614. https://doi.org/10.1080/1350293X.2016.1189726

Ghofur, E. H., & Nurhayati, S. (2023). Multimedia-Based Learning Media Development to Improve Early Childhood Expressive Language Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), 2373–2382. https://doi.org/10.31004/obsesi.v7i2.4416

Guihot-Balcombe, L. (2024). “Intervention on a String”: What is the Impact of Puppetry as an Intervention Tool on the Communication Skills and Self-Esteem of Children, Including Children with Disabilities and Additional Challenges? International Journal of Education and the Arts, 25(1), 1–17. https://doi.org/10.26209/ijea25n1

Herrera, L., & Lorenzo, A. (2024). Socio-Emotional Development in Early Childhood Education Classrooms. In Modern Early Childhood Teacher Education: Theories and Practice (pp. 217–241). https://doi.org/10.4018/979-8-3693-0956-8.ch010

Indah, A. J., Nurhayati, S., & Taufikin, T. (2025). Modern Parenting Challenges: Parents-Child Communication Barriers And Solutions In The Digital Era. JURNAL DIMENSI, 14(1), 133–146. https://doi.org/https://doi.org/10.33373/dms.v14i1.7382

Iswahyudi, M. S., Wulandari, R., Samsuddin, H., Sukowati, I., Nurhayati, S., Makrus, M., Amalia, M. M., Faizah, H., Febianingsih, N. P. E., & others. (2023). Buku Ajar Metodologi Penelitian. PT. Sonpedia Publishing Indonesia. https://buku.sonpedia.com/2023/09/buku-ajar-metodologi-penelitian.html

Jacobson, S., Degotardi, S., & Sweller, N. (2024). A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room. Learning, Culture and Social Interaction, 49(1), 100868. https://doi.org/10.1016/j.lcsi.2024.100868

Kambona, W. (2025). Exploring parental involvement in early childhood education in Sub-Saharan Africa: A systematic review. Social Sciences and Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101367

Kawser, U., Driscoll, J., & Huque, A. U. (2024). Parent Education in Bangladeshi Families with Young Children of Diverse Abilities: Implementation of the Learning Through Play Calendar. International Journal of Systemic Therapy, 35(3), 310–326. https://doi.org/10.1080/2692398X.2024.2325757

Kim, Y. B., & Riley, D. (2021). Accelerating Early Language and Literacy Skills Through a Preschool-Home Partnership Using Dialogic Reading: a Randomized Trial. Child and Youth Care Forum, 50(5), 901–924. https://doi.org/10.1007/s10566-021-09598-1

Latif, M. A., Amir, R., Marzuki, K., Gaffar, F., & Nurhayati, S. (2023). Kolaborasi Strategis Lembaga PAUD dan Orang Tua di Era Digital melalui Program Parenting. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(3), 3169–3180. https://doi.org/10.31004/obsesi.v7i3.4485

Leung, C., Tsang, S., & Dean, S. (2010). Evaluation of a program to educate disadvantaged parents to enhance child learning. Research on Social Work Practice, 20(6), 591–599. https://doi.org/10.1177/1049731510362224

Liu, C., & Elms, P. (2019). Animating student engagement: The impacts of cartoon instructional videos on learning experience. Research in Learning Technology, 27(1), 1–31. https://doi.org/10.25304/rlt.v27.2124

Mahai, L. S. (2022). Use of Digital Technologies for Learning: Reflections on Students’ Experiences at the University of Dar es Salaam. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, 443 LNICST, 487–500. https://doi.org/10.1007/978-3-031-06374-9_32

Malinovski, T., Vasileva-Stojanovska, T., Jovevski, D., Vasileva, M., & Trajkovik, V. (2015). Adult students’ perceptions in distance education learning environments based on a videoconferencing platform - QOE analysis. Journal of Information Technology Education, 14(1), 1–19. https://doi.org/10.28945/2091

McCormick, M. P., Weissman, A. K., Weiland, C., Hsueh, J., Sachs, J., & Snow, C. (2020). Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year. Developmental Psychology, 56(4), 710–726. https://doi.org/10.1037/dev0000891

Musa, S., Nurhayati, S., & Wasliman, I. (2025). Digital Literacy Training Efficacy for Improving Educators and Educational Workforces’ Digital Skill. Korean Conference on Education 2024, IAFOR, 549–558. https://doi.org/10.22492/issn.2759-7563.2024.43

Nurhayati, S. (2021). Parental involvement in early childhood education for family empowerment in the digital age. Empowerment: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 10(1), 54–62. https://doi.org/https://doi.org/10.22460/empowerment.v10i1p54-62.2185

Nurhayati, S. (2024). Digital literacy in adult continuing education: implementation, best practices, and emerging trends. Novateur Publications, 1(1), 9–18. https://novateurpublication.org/index.php/np/article/view/237

Nurhayati, S., Bimantoro, S., & Ahsan, M. H. (2025). Digital Technology in Midwifery Education and Training: Advancing Competences and Clinical Practices. IJECA (International Journal of Education and Curriculum Application), 8(1), 115–128. https://doi.org/10.31764/ijeca.v8i1.1681

Nurhayati, S., Kurnianta, P. D. M., & Anggraeni, A. F. (2024). Pengantar Karya Tulis Ilmiah. PT. Sonpedia Publishing Indonesia.

Nurhayati, S., & Lahagu, S. E. (2024). Pendidikan Sepanjang Hayat. PT. Sonpedia Publishing Indonesia.

Nurhayati, S., Qudsi, N. A., Rukanda, N., & Fitri, A. (2023). Parents-School Strategic Collaborations in Early Childhood School From-Home Learning During the Pandemic. AL-ISHLAH: Jurnal Pendidikan, 15(1), 964–971. https://doi.org/10.35445/alishlah.v15i1.2605

Nurhayati, S., & Rumsari, C. (2020). Social Skill Development In The Game Oray-orayan Traditional Children Of West Java. The 2nd International Conference on Science Education in Industrial Revolution 4.0 (ICONSEIR 2019), ISBN 978-1-63190-252-9 ISSN 2593-7650, https--eudl.

Nurhayati, S., & Susanto, S. (2024). Fostering Young Muslims’ Digital Entrepreneurship through Computer Technician Education. JIE (Journal of Islamic Education), 9(2), 806–825. https://doi.org/https://doi.org/10.52615/jie.v9i2.450

Nurhayati, S., Tersta, F. W., Karwanto, K., Mintarsih, M., Jasiah, J., Sulaiman, S., Mustapa, N., Sari, I. N., & Djamil, M. M. N. (2024). Buku ajar pendidikan orang dewasa. PT. Sonpedia Publishing Indonesia. 181 halaman. ISBN 978 623 8531 68 4

Petrovic, O. (2019). Digital Media and Informal Learning: Alteration Mechanism and Captured Episodes. In Communications in Computer and Information Science (Vol. 1022, pp. 433–469). https://doi.org/10.1007/978-3-030-21151-6_21

Petrovic, Z., Clayton, O., Matthews, J., Wade, C., Tan, L., Meyer, D., Gates, A., Almendingen, A., & Cann, W. (2019). Building the skills and confidence of early childhood educators to work with parents: Study protocol for the Partnering with Parents cluster randomised controlled trial. BMC Medical Research Methodology, 19(1). https://doi.org/10.1186/s12874-019-0846-1

Ratnawulan, S., Nurhayati, S., Taufikin, Lotfi, F. Z., & Olugbade, D. (2025). Leveraging Digital Technology to Strengthen Adult Education and Engagement in Islamic Study Group (Majlis Ta’lim). Journal of Education Research, 6(1), 79–89. https://doi.org/10.37985/jer.v6i1.2280

Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H. (2022). Family engagement in early learning opportunities at home and in early childhood education centers in Colombia. Early Childhood Research Quarterly, 58, 35–46. https://doi.org/10.1016/j.ecresq.2021.08.002

Rueangprathum, A., & Witosurapot, S. (2019). Design of Modular Learning Analytics Framework for Early Childhood Education. Proceedings of the 2019 International Conference on Information Technology and Computer Communications, 24–28. https://doi.org/10.1145/3355402.3355407

Sakaruddin, M. I., Halim, E., & Ma’Rifatullah, D. F. (2023). Exploring the Effectiveness of Video-Based Learning in Trading Cryptocurrency, Foreign Exchange and Stock Market. 8th International Conference on Recent Advances and Innovations in Engineering: Empowering Computing, Analytics, and Engineering Through Digital Innovation, ICRAIE 2023. https://doi.org/10.1109/ICRAIE59459.2023.10468244

Snell, E. K., Hindman, A. H., & Wasik, B. A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care, 190(4), 447–460. https://doi.org/10.1080/03004430.2018.1479401

Sulkipani, S., Afnarius, S., Sudrajat, S., Santoso, I., Nurhayati, S., Halim, L., Mutia, A. S., Argadinata, H., Jayanti, N. R., & Arromal, F. (2024). Teknologi pendidikan. CV. Eureka Media Aksara. 128 halaman. ISBN 978 623 120 733 3. ResearchGate

Susanti, M., & Nurhayati, S. (2024). Exploring Digital Literacy Usage For Self-Directed Learning: Rural Adolescents’ Perspectives. Jurnal Visi Ilmu Pendidikan, 16(1), 1. https://doi.org/10.26418/jvip.v16i1.67216

Susanto, S., Ansori, A., & Nurhayati, S. (2025). Improving Tutors’ Pedagogical Competence Through Online Interactive Learning (Setara Daring) Platform Optimization Training. Jurnal Visi Ilmu Pendidikan, 17(1), 69–82. https://doi.org/10.26418/jvip.v17i1.82288

Zhou, N., Pereira, N. L., George, T. T., Alperovich, J., Booth, J., Chandrasegaran, S., Tew, J. D., Kulkarni, D. M., & Ramani, K. (2017). The Influence of Toy Design Activities on Middle School Students’ Understanding of the Engineering Design Processes. Journal of Science Education and Technology, 26(5), 481–493. https://doi.org/10.1007/s10956-017-9693-1




DOI: https://doi.org/10.31764/ijeca.v8i2.32195

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Anni Risnawati, Heris Hendriana, Sri Nurhayati, Damola Olugbade, Mohammed Moreb

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJECA (International Journal of Education and Curriculum Application) already indexed:

            

___________________________________________________________________

  
   https://doi.org/10.31764/ijeca.

   Creative Commons License
   IJECA (International Journal of Education and Curriculum Application)
   is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 View IJECA Stats

____________________________________________________________________

 IJECA Publisher Office: