Implementing a Family-Based Deep Learning Strategy to Address

Learning Difficulties in Early Childhood Education

Al Shaffaat Ronvy

, Sarifah Nurhanum Bte Syed Sahuri

, Rahimah Binti Saimin

, Marlina

Hafiz Hidayat

, Nailatil Fadhila

and Puja Arrahmi Amora

Department of Special Education, Universitas Adzkia, Indonesia

Faculty of Major Language Studies, University Since Islamic Malaysia

Department of Special Education, Universitas Negeri Padang, Indonesia

Public Elementary School 21 Payakumbuh, Indonesia

Keywords: In-Depth Learning, Early Childhood, Family-Based Learning, Learning Difficulties, Case Studies.

Abstract: Learning difficulties in early childhood are a complex challenge that requires learning interventions that are

not only pedagogically appropriate but also contextually appropriate to the child's developmental

environment. One potential approach is a family-based deep learning strategy. This study aims to describe the

application of a family-based deep learning strategy in reducing learning difficulties in early childhood. The

study was conducted using a qualitative case study approach with 12 early childhood children at RA/BA/TA

Taslim, Payakumbuh City. Data collection techniques included participant observation, in-depth interviews

with parents and teachers, and documentation of children's digital assignments. Data were analyzed

descriptively, emphasizing the learning processes and outcomes that emerge from the interaction between the

child, family, and the learning environment. The results showed that active family involvement in the learning

process encourages increased motivation, conceptual understanding, and awareness of children's learning in

a more natural and meaningful way. This strategy also creates a fun and holistic learning atmosphere, as it

integrates the home context with the child's developmental needs. In addition, this approach strengthens the

emotional bond between children and parents, which is an important foundation for fostering independence

and self-confidence in children.

1 INTRODUCTION

Learning difficulties in early childhood are a complex

issue that continues to pose a challenge in education.

Children at this age are experiencing rapid

development, both cognitively, socially, emotionally,

and motorically. However, not all children are able to

optimally participate in the learning process. Many

children show signs of learning unpreparedness, such

as difficulty understanding instructions, lack of focus,

slow absorption of information, or inability to express

ideas verbally and non-verbally. Unfortunately, these

various difficulties often go undetected early,

resulting in poorly targeted and ineffective

intervention strategies. (Brion-Meisels & Alter, 2018;

Halimatussakdiah et al., n.d.; Rafikayati & Badiah,

2023; Susanto, 2021).

https://orcid.org/0000-0003-3265-8045

Initial observations at RA/BA/TA Taslim in

Payakumbuh City revealed that at least 12 children

were experiencing learning difficulties, both

cognitively and socially-emotionally. This

demonstrates that early childhood learning challenges

are not merely individual issues, but rather systemic

ones that require adaptive, participatory, and

contextual learning strategies. (Abu-Rasheed et al.,

2023; Darling-Hammond et al., 2020; Martin et al.,

2020; Mirata et al., 2020; Pedaste et al., 2015). Efforts

to address this challenge require attention to the

characteristics of young children, who have unique

needs in how they receive, process, and reflect on

information. Early childhood children learn more

through direct experience, a supportive social

environment, and meaningful interactions with

significant adults.

One relevant and highly potential approach in this

context is the deep learning strategy. Deep learning

Ronvy, A. S., Sahuri, S. N. B. S., Saimin, R. B., Marlina, , Hidayat, H., Fadhila, N. and Amora, P. A.

Implementing a Family-Based Deep Learning Strategy to Address Learning Difﬁculties in Early Childhood Education.

DOI: 10.5220/0014069100004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 33-36

ISBN: 978-989-758-788-7; ISSN: 3051-7702

emphasizes a meaningful, enjoyable, and conscious

learning process, where children not only receive

information but also actively engage through

exploration, participation in real-life activities, and

reflection on their experiences (Simanjuntak et al.,

2024; Suryadi et al., 2023; Yulianti & Isgiarto, 2025).

This approach focuses not only on cognitive

achievement but also on developing children's

affective and social aspects, which are crucial during

early childhood development. Furthermore,

immersive learning also strengthens the relationship

between students and their learning environment,

both at school and at home. (Brown et al., 2022;

Skene et al., 2022; Vetter et al., 2022)

However, the effectiveness of in-depth learning

strategies is not solely determined by the teacher's

role, but also heavily dependent on family

involvement. The family is a child's first and primary

learning environment, so integrating learning

strategies at school with parents' active role in

supporting their children's learning is crucial. (Clarke,

2023). The concept of family-based learning

encourages close collaboration between educators

and parents in designing, implementing, and

evaluating children's learning processes. (Mu et al.,

2020; Putri et al., 2025). In this way, continuity is

created between learning experiences at home and at

school, which can ultimately strengthen the

effectiveness of interventions for early childhood

learning difficulties. (Salvatierra & Cabello, 2022).

Early childhood learning is naturally inseparable

from play. Children learn through exploration, social

interaction, and emotional stimulation that occur

during play. Therefore, family involvement in the

learning process is crucial because children need

sufficient space and time to learn while playing with

parents or other family members. Activities such as

role-playing, reading stories, engaging in light

discussions, or making crafts together not only enrich

children's knowledge but also strengthen the

emotional bond between them and their families. This

emotional closeness plays a crucial role in building a

sense of security, comfort, and confidence in

children's interactions with their environment. When

children feel emotionally and socially supported by

their environment, especially their immediate family,

they are better prepared to accept the learning stimuli

from the school environment.

2 METHODOLOGY

This research uses a qualitative approach with a case

study. This approach was chosen because it allows

researchers to explore in-depth the process of

implementing family-based immersive learning

strategies in a real-life, specific context. The primary

focus of the study is to observe and understand how

collaboration between teachers and families can

impact the learning development of early childhood

students with learning difficulties..

The research subjects consisted of 12 children aged

4–6 years who were identified as having learning

difficulties, both cognitive and socio-emotional, at an

Early Childhood Education (PAUD) institution in

Payakumbuh City. Subjects were selected

purposively based on initial observations and

recommendations from class teachers.

Data collection was conducted using three main

techniques: (1) participant observation, which aimed

to record the learning process and children's

interactions during play-learning activities both at

school and at home; (2) semi-structured interviews

with teachers and parents to gain insight into the

children's perceptions, involvement, and strategies

applied in their learning; and (3) documentation of

digital assignments and children's work, which

was used as supporting data for assessing children's

holistic development.

The data obtained were analyzed descriptively

and qualitatively using data reduction, data

presentation, and conclusion drawing. Data validity

was strengthened through triangulation of techniques

and sources, as well as member checking with

relevant subjects. The analysis process was

conducted simultaneously with data collection to

capture the dynamics that developed during the

implementation of learning strategies.

3 RESULTS AND DISCUSSION

The research results show that the implementation of

a family-based immersive learning strategy has a

positive impact on the learning engagement and

development of young children with learning

difficulties. Over the one-month implementation

period, there was a consistent increase in active

participation, understanding of basic concepts, and

social-emotional skills.

Through classroom observations and documentation

of home learning activities, it became apparent that

children who had previously tended to be passive

began to show interest in activities that involved

exploration and direct interaction. Teachers noted a

decrease in solitary behavior and an increase in two-

way communication in the classroom.

ICECE 2025 - The International Conference on Early Childhood Education

Interviews with parents revealed that they felt more

confident and focused in supporting their children's

learning at home after being involved in lesson

planning. Teachers stated that regular communication

through diaries and digital groups helped align

learning approaches at home and school.

Children who previously appeared withdrawn and

lacking in self-confidence showed behavioral

changes, becoming more open and cooperative. The

emotional closeness built through family learning

activities plays a crucial role in fostering a sense of

security and comfort in children. Learning activities

that combine elements of play and reflection have

also been shown to stimulate children's thinking

skills.

Overall, this family-based immersive learning

strategy successfully created a holistic and supportive

learning environment. Interventions involving

families not only helped address children's learning

difficulties but also strengthened the role of education

as a shared responsibility between school and home.

4 CONCLUSIONS

This study demonstrates that family-based immersive

learning strategies are effective in reducing learning

difficulties in early childhood. Through collaboration

between teachers and parents, children experience

more meaningful, enjoyable, and mindful learning.

Learning activities designed to integrate elements of

play, exploration, and reflection have been shown to

increase children's participation, conceptual

understanding, and social-emotional development..

Active family involvement also strengthens

emotional closeness, which is an important

foundation for children's growing self-confidence in

the school environment. By creating continuity

between learning experiences at home and at school,

family-based immersive learning strategies can be a

relevant and sustainable intervention model.

ACKNOWLEDGEMENTS

The authors would like to thank the Head of

RA/BA/TA Taslim, Payakumbuh City, for granting

permission and support in conducting this research.

They also express their gratitude to the teachers and

parents who actively participated and provided

valuable information during the data collection

process. Furthermore, they would like to express their

appreciation to all the children who were the subjects

of this research, who demonstrated extraordinary

enthusiasm for learning and engagement throughout

the learning process. This research would not have

been possible without the contributions of all

involved parties.

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ICECE 2025 - The International Conference on Early Childhood Education