Project report
Strategic Role of Early Childhood Development (ECD) Teacher in Parenting Education
Lies Zakaria, Vindya Anjar Pramesti ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This project trained early childhood development teachers in Indonesia to better engage parents in their children's learning and development. Over 250 parenting sessions were held across three districts, reaching around 10,000 parent attendees. Teachers and parents reported the sessions were helpful and educational, with a focus on family engagement rather than just child-focused services. The project used adult education methods including discussion, games, and play-based activities to help parents understand the importance of fun-based learning.
Key points
- 120 teachers and 60 school leaders from rural and suburban areas of Bogor and West and East Lombok participated
- More than 250 parenting sessions were held with an average attendance of 40 parents per session
- Most teachers agreed the project improved their understanding of early childhood development and their skills in interacting with children and parents
- Most parents found the sessions educational and fun
- The project used adult education principles including active participation, games, problem-solving, and play-based facilitation methods
Limitations
The report provides no quantitative outcome measures, control group, or follow-up data to assess lasting impact on parenting practices or child development outcomes. It relies on self-reported satisfaction rather than independent assessment of changes in parenting behaviour or child well-being.
Abstract
Considering the time spent in early childhood development centre vs. at home – parents/caregivers play bigger role in optimizing children’s growth and development. Ironically, upon entering school, parents were as if “handing over the responsibility” to teachers – considered to be more knowledgeable. Additionally, interaction between teachers and parents was cold, insufficient to do problem solving together, moreover sharing about good parenting practice.This project has been implemented in 3 districts (Bogor, West Lombok, and East Lombok) in Indonesia, involving 120 teachers and 60 school leaders from rural/suburb areas. During the project period, more than 250 parenting sessions were held, with average attendance of 40 parents per session. Most teachers agreed that the project has been helpful in building their understanding of early childhood development, and skills in interacting with children and parents. Most parents admitted that the session was educational and fun. The distinctive features of this project are: First, focus on family instead of child/service. Most teachers’ training focused on curriculum and pedagogy, overlooking family/parenting. Secondly, the andragogy approach, using adult education principles, which includes active participation in discussions, games, and problem solving. This is unlike the conventional one-direction communication and lacking dialogue. Third, introduction of play as part of facilitation methods in parenting class, to help parents realize about fun-learning concept.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Training for early childhood development teachers on parenting education using adult education principles (andragogy), active participation, games, problem-solving, and play-based facilitation methods
- Population
- 120 early childhood development teachers and 60 school leaders from rural and suburban areas in three districts in Indonesia; approximately 10,000 parents attending sessions
Key finding
Most teachers agreed the project was helpful in building understanding of early childhood development