This study investigated the effectiveness of storytelling as a method for enhancing early childhood recognition of Minangkabau cultural heritage and fostering cultural identity. Employing a mixed-methods action research design, this research bridges a gap in the literature by integrating quantitative measures of cultural recognition with qualitative insights into identity formation. The study involved ten kindergarten children aged 5–6 years in Bukittinggi City, West Sumatra, Indonesia. Data were collected over two cycles, combining pre- and post-intervention cultural recognition assessments with qualitative observations, semi-structured interviews, and documentation. Quantitative findings revealed substantial improvements in children’s cultural recognition scores (from 56.25% to 82.16%), while qualitative evidence highlighted increased engagement, expressions of pride, and stronger connections to identity. 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 demonstrates how storytelling simultaneously strengthens cognitive recognition and affective cultural identity in early learners. The findings align with literature on storytelling’s developmental benefits while extending understanding of its role in cultural preservation through a dual-focus framework. This research offers practical insights for educators and contributes to broader discussions on culturally responsive pedagogy and heritage sustainability in early childhood education.
Yeni et al. (Sat,) studied this question.