The Effect of Finger Painting on Early Childhood Artistic Expression: A Quasi-Experimental Study

Creativity in early childhood often remains underdeveloped due to structured, teacher-centered instruction that limits children’s opportunities for exploration. This study examined the effectiveness of the fingerpainting method in enhancing coloring creativity among children aged 5–6 years at TK Islam Al Husna, Salatiga. Using a quasi-experimental design with non-equivalent control and experimental groups, two classes were compared: Class B1 received finger painting activities, while Class B4 followed conventional instruction. Data were collected through validated observation sheets and analyzed using SPSS 26. Results showed that children who engaged in finger painting demonstrated markedly higher creativity scores than those in the control group. These findings suggest that finger painting offers an effective, sensory-based approach for promoting creativity in early childhood. Unlike previous studies that focused on traditional art instruction, this research highlights the value of tactile, exploratory learning experiences that enable children to express their ideas more freely. This study extends earlier work by providing empirical evidence from an Indonesian early childhood context, where structured, conformity-based instruction still predominates. It contributes to the global understanding of how culturally responsive, sensory-rich art activities can serve as powerful tools to foster creativity and expressive freedom among young learners.