Pembentukan Identitas Budaya Anak Usia Dini dalam Konteks Masyarakat Multikultural di Kota Batam
Keywords:
cultural identity, Early childhood education, multicultural contextAbstract
Cultural identity is a fundamental aspect of early childhood development as it contributes to the formation of children’s self-concept, attitudes, and social values. In a multicultural context such as Batam City, early childhood education (PAUD) children are exposed to diverse cultural backgrounds that may influence the process of cultural identity formation. This study aims to examine the formation of cultural identity in early childhood within the multicultural context of Batam City and to explore the role of the educational environment in supporting this process. The study employed a descriptive qualitative approach through a literature review and an analysis of Batam’s socio-cultural context. The findings indicate that the integration of local cultural values and cultural diversity into early childhood learning activities can strengthen children’s cultural identity from an early age. The school environment, particularly the role of educators, plays a crucial role in introducing culture through habituation, role modeling, and culturally responsive learning activities. Therefore, culturally sensitive learning strategies are needed to support the development of cultural identity in early childhood in multicultural settings
References
Aronson, B., & Laughter, J. (2023). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 93(1), 1–35. https://doi.org/10.3102/00346543221116370
Banks, J. A. (2020). Diversity and citizenship education: Global perspectives (2nd ed.). Routledge.
Baysu, G., & Phalet, K. (2021). Cultural identity development and school context in culturally diverse societies. European Journal of Developmental Psychology, 18(3), 428–445. https://doi.org/10.1080/17405629.2020.1858415
Derman-Sparks, L., & Edwards, J. O. (2021). Anti-bias education and the role of culture in ear-ly childhood learning. Early Childhood Education Journal, 49(3), 363–372. https://doi.org/10.1007/s10643-020-01075-6
Fleer, M. (2023). Cultural–historical theory and early childhood education: Advancing identity development. Learning, Culture and Social Interaction, 36, 100677. https://doi.org/10.1016/j.lcsi.2022.100677
Gorski, P. C., & Dalton, J. (2020). Toward culturally responsive early childhood education: Ad-dressing inequities in teacher preparation. Early Childhood Education Journal, 48(4), 451–460. https://doi.org/10.1007/s10643-019-01013-0
Keddie, A., & Mills, M. (2022). Social justice, identity, and early childhood education in cultur-ally diverse contexts. British Educational Research Journal, 48(2), 345–361. https://doi.org/10.1002/berj.3776
Kirova, A., & Prochner, L. (2024). Rethinking multicultural education in early childhood: Iden-tity, belonging, and diversity. International Journal of Early Childhood, 56(1), 23–39. https://doi.org/10.1007/s13158-023-00368-5
Nieto, S., & Bode, P. (2022). Affirming diversity: The sociopolitical context of multicultural education (8th ed.). Pearson.
Pacini-Ketchabaw, V., & Taylor, A. (2024). Reconceptualizing early childhood education in multicultural societies.
Contemporary Issues in Early Childhood, 25(1), 3–15. https://doi.org/10.1177/14639491231204567
Pérez, M. S., & Cahill, C. (2023). Culturally sustaining pedagogies in early childhood class-rooms. Journal of Early Childhood Research, 21(2), 155–168. https://doi.org/10.1177/1476718X231157024
Ponciano, L., & Shabazian, A. N. (2020). Intersections of cultural identity and early childhood education in diverse communities. International Journal of Multicultural Education, 22(2), 1–18. https://doi.org/10.18251/ijme.v22i2.2289
Rahmawati, I., & Suyadi, S. (2021). Cultural identity development in early childhood education: A socio-cultural perspective. Jurnal Pendidikan Anak Usia Dini, 15(2), 145–156. https://doi.org/10.21009/jpud.152.05
Sari, N., Hartati, S., & Yetti, E. (2022). Local wisdom-based learning in early childhood educa-tion to strengthen cultural identity. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3278–3288. https://doi.org/10.31004/obsesi.v6i4.2193
Schachner, M. K., He, J., & Van de Vijver, F. J. R. (2022). Acculturation and identity develop-ment in culturally diverse educational settings. International Journal of Intercultural Relations, 86, 1–12. https://doi.org/10.1016/j.ijintrel.2021.10.003
Siraj-Blatchford, I., Mogharreban, C., & Park, E. (2021). International perspectives on early childhood education for sustainability and diversity. Early Childhood Education Journal, 49(2), 231–240. https://doi.org/10.1007/s10643-020-01056-9
Souto-Manning, M., & Rabadi-Raol, A. (2022). Culturally relevant pedagogy in early childhood education. Journal of Early Childhood Teacher Education, 43(3), 217–231. https://doi.org/10.1080/10901027.2021.1953935
Tobin, J., & Hayashi, A. (2022). Culture, identity, and early childhood education in global con-texts. Global Studies of Childhood, 12(4), 365–378. https://doi.org/10.1177/20436106221110941
UNESCO. (2021). Education in a multicultural world: Policy and practice. UNESCO Publishing.
Vandenbroeck, M., & Lazzari, A. (2022). Accessibility and diversity in early childhood educa-tion systems. European Early Childhood Education Research Journal, 30(1), 3–18. https://doi.org/10.1080/1350293X.2021.2007748
Wibowo, A., & Lestari, S. (2023). Integrating cultural values in early childhood learning to strengthen character education. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 3210–3220. https://doi.org/10.31004/obsesi.v7i3.4321
Yu, S., Gil, M., Lyu, S.-R., & Son, K. (2025). Multicultural awareness and educational continui-ty among early childhood and elementary school teachers in South Korea. International Journal of Early Childhood. https://doi.org/10.1007/s13158-025-00431-7.
