Sundanese culture in early childhood education: teachers' perceptions, obstacles, and strategies for learning

Abstract

The purpose of this study is to examine the perceptions of Early Childhood Education (ECE) teachers regarding the introduction of Sundanese culture in Tasikmalaya City. The method employed is a descriptive qualitative approach, with data collected using questionnaires, in-depth interviews, observation, and documentation. Respondents consisted of 64 ECE teachers. According to the findings, 64.1% of teachers strongly agreed and 32.8% agreed that it is important to introduce Sundanese culture to children in order to develop their local identity. The majority of teachers (82.8%) employed traditional games to introduce local culture, followed by folk songs (53.1%), traditional dances (37.5%), and folktales (17.2%). Obstacles faced in introducing Sundanese culture include minimal training for teachers (46.9%), limited instructional time (34.4%), and a lack of relevant teaching materials (15.6%). Teachers expressed a need for specialized training to help them improve their knowledge and skills in teaching local culture. This study recommends developing sustainable teacher training programs, providing teaching materials based on local wisdom, and systematically incorporating Sundanese culture into the ECE curriculum. These findings underscore the importance of collaboration among educational institutions, local governments, and cultural communities to develop a learning ecosystem that promotes Sundanese cultural preservation.