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<p>The importance of play in early childhood development is widely recognized, parental perspectives, especially in non-Western countries, remain underexplored. This study explores parents’ perceptions of the cognitive and creative advantages of LEGO play for children aged 1.5 to 7 years. The research aims to illuminate how home-based LEGO activities contribute to foundational skills relevant to 21st-century learning, particularly in STEM domains. Using a qualitative descriptive approach, data were gathered through semi-structured interviews with ten intentionally selected parents. Thematic analysis indicated that LEGO play enhances spatial reasoning, narrative skills, fine motor development, problem-solving, and social skills collaboration. Parents engaged as facilitators, offering verbal scaffolding while encouraging child autonomy. LEGO is seen not just as a toy, but as a versatile tool to foster creativity, resilience, and developing STEM competencies. These findings contribute to early childhood education discourse by highlighting Indonesian parents’ experiences and emphasizing the potential of informal learning environments to support holistic child development.</p>

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Exploring Indonesian Parental Perspectives on LEGO-Based STEM Learning in Early Childhood: A Qualitative Study of Cognitive Development

  • 期刊论文

  • 发表日期：

    2026年6月27日

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  • Berda Asmara,
  • Wisnu Kristanto,
  • Elwin Walimatul,
  • Qotrun Nada Nafiah,
  • Retnoning Adji Widi Astuti

摘要

The importance of play in early childhood development is widely recognized, parental perspectives, especially in non-Western countries, remain underexplored. This study explores parents’ perceptions of the cognitive and creative advantages of LEGO play for children aged 1.5 to 7 years. The research aims to illuminate how home-based LEGO activities contribute to foundational skills relevant to 21st-century learning, particularly in STEM domains. Using a qualitative descriptive approach, data were gathered through semi-structured interviews with ten intentionally selected parents. Thematic analysis indicated that LEGO play enhances spatial reasoning, narrative skills, fine motor development, problem-solving, and social skills collaboration. Parents engaged as facilitators, offering verbal scaffolding while encouraging child autonomy. LEGO is seen not just as a toy, but as a versatile tool to foster creativity, resilience, and developing STEM competencies. These findings contribute to early childhood education discourse by highlighting Indonesian parents’ experiences and emphasizing the potential of informal learning environments to support holistic child development.