Puppetry-Based Learning and Children’s Holistic Development

Abstract

Puppetry in early childhood care and education enhances and entices children to participate in play and learning activities. Children learn a variety of skills, knowledge, think creatively and develop their talents and experiences. The purpose of the study is to draft a puppetry-based learning conceptual framework and the perception of early childhood educators on the application of puppetry-based learning, which encompasses puppet crafts, pretend play with puppets, puppet shows and storytelling with puppets, the purpose being to enhance children’s holistic development. One hundred early childhood educators were selected from the government and private early childhood centers around Kuala Lumpur. The research data were collected through a questionnaire survey and were analysed using independent sample t-test and one-way ANOVA. Results showed that early childhood educators have a positive perception towards the usage of puppets in supporting children’s creativity and imagination, intellect, language and communication, social and emotions, physical, moral, spirituality and values development. The findings of the study supported the hypotheses that the perception of early childhood educators according to the status of center and experience in care and education at the early childhood center were not significant. Early childhood educators have a positive perception of the application of puppetry-based learning in supporting children’s holistic development. Puppetry-based learning has given a positive impact based on the puppetry activities to be used in supporting children’s holistic development. Educators, parents, resident artists and curriculum developers play an important role in promoting and preserving puppetry-based learning.