Leveraging Storytelling to Foster Early Childhood Cultural Recognition and Identity: A Case Study of Minangkabau Heritage
Keywords:
cultural understanding; storytelling pedagogy; Minangkabau culture; cultural identity development; parental involvementAbstract
This study investigated the effectiveness of storytelling as a method for enhancing early childhood recognition of Minangkabau cultural heritage, examining its influence on cultural understanding, pride, and identity among young learners. The study involved ten kindergarten children aged 5–6 years in Bukittinggi City, West Sumatra, Indonesia. A mixed-methods action research design was employed, combining pre- and post-intervention cultural recognition assessments with qualitative observations, semi-structured interviews, and documentation over two cycles. Quantitative findings revealed substantial improvements in children’s cultural recognition scores (from 55% to 82.74%), while qualitative evidence highlighted increased engagement, expressions of pride, and stronger identity connections. Children frequently referenced cultural landmarks, recreated stories through drawings and role-play, and shared narratives with family members, demonstrating the transmission of heritage beyond the classroom. Key factors enhancing effectiveness included interactive storytelling, visual aids, peer collaboration, and parental reinforcement. By integrating numeric gains with rich narrative accounts, the study shows how storytelling simultaneously strengthens cognitive recognition and cultural identity in early learners. The findings align with literature on storytelling’s developmental benefits while extending understanding of its role in cultural preservation. This research offers practical insights for educators and contributes to broader discussions on culturally responsive pedagogy and heritage sustainability in early childhood education.
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