Identification and Explication of Approaches to Preschool Educational Program Grounded in Local Culture and Indigenous Values.

Abstract

Purpose: The present study aimed to identify and explain the approaches and core components of preschool educational programs grounded in indigenous culture and values and to develop a framework for designing an identity-oriented educational program appropriate to the cultural context of preschool education.

Methods and Materials: This applied qualitative study employed a qualitative content analysis approach. Data were collected through semi-structured interviews with 15 specialists and experienced practitioners in preschool education, educational program planning, educational psychology, and early childhood development who were selected through purposive sampling based on the principle of theoretical saturation. In addition to interviews, relevant policy documents, educational program guides, and educational resources were analyzed to enrich the data. The collected data were analyzed through open, axial, and selective coding procedures. To ensure trustworthiness, participant validation, peer review, and triangulation of interview and document data were used. Ethical principles, including voluntary participation, informed consent, confidentiality, and anonymity, were fully observed throughout the research process.

Findings: The findings revealed six major dimensions underlying indigenous preschool educational program approaches: overarching goals and philosophy of preschool education, teaching–learning methods, educational content and educational program planning, implementation challenges and barriers, the role and empowerment of educators, and environmental and supportive factors. The results indicated that holistic child development, play-based and child-centered learning, experiential activities, and the localization of educational content according to indigenous cultural values constituted the primary foundations of effective preschool education. The findings also identified four major categories of implementation barriers, including socio-cultural challenges, infrastructural and physical limitations, educators’ professional challenges, and managerial-supportive constraints. Furthermore, the analysis led to the development of a comprehensive framework consisting of psychological foundations of development and learning, play-based and experiential learning, cultural identity and content localization, family and community participation, educator empowerment, managerial and policy support, and holistic child development assessment as the key elements of an identity-oriented preschool educational program.

Conclusion: The findings demonstrate that the effectiveness of preschool educational programs depends on the integration of developmental principles, cultural identity, family participation, educator competence, and institutional support. Designing culturally responsive and identity-oriented preschool educational programs requires a systematic approach that simultaneously addresses educational philosophy, educational program content, pedagogical practices, environmental conditions, and policy structures. Such an approach can strengthen children’s holistic development while preserving and promoting indigenous cultural values and identity.