Family Support and Learning Environment as Key Determinants of Early Childhood Learning Motivation

Abstract

This study aims to examine the combined role of family and environment in cultivating learning motivation among early childhood learners. A qualitative approach was employed using a case study method conducted in a kindergarten setting. Data were collected through in-depth interviews, direct observations, and documentation involving early childhood learners and their parents as research participants. Data analysis followed systematic stages of data reduction, data display, and data verification to ensure credibility and rigor. The findings reveal that a well-organized and comfortable physical environment, along with positive social interactions, plays a significant role in enhancing young children’s motivation to learn. Furthermore, family support—both emotional and practical—strongly influences children’s intrinsic motivation. Parents who are actively involved in accompanying their children’s learning processes help foster a sense of security, enabling children to become more focused, confident, and enthusiastic learners. Additionally, enjoyable and play-based learning strategies were found to be particularly effective in sustaining children’s interest and motivation. The study highlights the importance of collaboration between supportive family involvement and a conducive learning environment in nurturing a love of learning during early childhood. These findings provide valuable insights for educational institutions and families in creating a holistic, engaging, and motivating learning atmosphere for young children.