[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-599607-en":59,"doc-seo-599607-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79},599607,3985747859343,"jayni","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Building on Living Traditions - Early Childhood Education and Culture in Solomon Islands","Building on Living Traditions examines early childhood education in the Solomon Islands through an ethnographically informed, collaborative case study grounded in the Kahua region. The study analyzes how colonial legacies and international “universal” views shape kindergarten practices, and how Kahua efforts reclaim ownership over ECE in culturally reinvigorating ways. Findings show sustainability depends on revitalizing traditional practices essential to Kahuan society, offering implications for community-based ECE that supports local identities and contexts.","Building on Living Traditions:  \nEarly Childhood Education and Culture in Solomon Islands  \nLindsay J. Burton  \nUniversity of Oxford  \nThe Solomon Islands, a small developing nation in the South Pacific, demonstrates an emerging community-based kindergarten model with the potential to promote context and culture relevant early learning and development, despite deeply embedded foundations in colonial legacies.  \nBased on the Kahua region of Makira-Ulawa Province, this collaborative, ethnographicallyinformed, study explores how the kindergarten is situated at the core of a cultural revolution.  \nFindings enlighten how the kindergarten is serving as the basis to building on living traditions through cultural reinvigoration efforts, while the very essence ofthe kindergarten’s sustainability has become dependent upon the revitalization of traditional practices historically fundamental to Kahuan society. From this, implications drawn address how community-based initiatives can facilitate early childhood education while still supporting context-specific cultures and identities through sustainable initiatives.  \nIntroduction  \nThe postcolonial landscape in the South Pacific continues to illustrate how Western values, attitudes, and practices permeate present-day life, in addition to how colonial-era knowledge and practices particularly persist in dominating regional education systems. The current reality of early childhood education[1](ECE) in the Solomon Islands (SI), and islanders’ understanding and perceptions of such programs, is intricately linked with the nation’s colonial history. This article explores the distinctive efforts of the Kahua people in the SI to reclaim ownership over their early childhood educational systems, in culturally-reinvigorating ways, amidst colonial legacies. This is framed around an overarching research question of “How have cultural and contextual factors influenced the development and sustainability of Kahua community-based ECE?” Through this exploration, influences of cultural and contextual factors on ECE programs’ sustainability[2] are explored as key foundational elements to societal cultural maintenance.  \nMany cultural beliefs about the nature of childhood and children’s development have been unexamined by interventionists in the creation of ECE initiatives, thereby contributing to a propagation of universalized views of childhood (Cleghorn & Prochner, 2010; Dahlberg, Moss, & Pence, 2006; Nsamenang, 2008) . This in turn has had a strong impact on international policy and practice development, such as the first Education for All (EFA) goal[3], reflecting what Nsamenang (2006) calls an institutional universalism that often does not translate to non-Western cultures. Consequently, many ECE programs around the world dramatically resemble the practices and values of a Western-based model, with a decidedly specific discourse for high quality programs for children from birth through age eight. This can be seen in knowledge transfers from the West (i.e. Euro-American ideologies and research) that promote restricted practices inclusive of rigid classroom routines, artificial child-centered learning environments, active play-based learning models, individualistic social orientations, and child-specific classroom artifacts (e.g. learning resources, child-sized furniture, soft flooring materials) . As a result, a self-perpetuating set of practices and values have emerged that are frequently uncritically transferred around the world to dissimilar contexts and cultures. Arguably, these Western-dominant ECE practices prevent recognition of, and efforts to reinvent, more culturally-relevant, locally sustainable programs  \n© 2012 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education 15(1): 157-175.  \nBurton  \nin the Majority World[4] . For many Majority World societies, early learning has traditionally been embedded within chil","cbCaikpfj8M0S6Ty","https://ap.wps.com/l/cbCaikpfj8M0S6Ty","pdf",619395,"English","en",105,"# Introduction\n# Education Foundations in International Literature\n# Kahua Community-Based ECE and Cultural Reinvigoration\n# Findings and Implications","[{\"question\":\"What is the central research focus of this study?\",\"answer\":\"The study explores how cultural and contextual factors influence the development and sustainability of Kahua community-based early childhood education.\"},{\"question\":\"How do colonial legacies affect early childhood education in the Solomon Islands?\",\"answer\":\"The document links current ECE realities and islanders’ perceptions to colonial history, noting persistent dominance of colonial-era knowledge and education practices.\"},{\"question\":\"What determines the sustainability of the Kahua kindergarten model?\",\"answer\":\"Sustainability is described as dependent on revitalization of traditional practices historically fundamental to Kahuan society.\"}]","Building on Living Traditions - Early Childhood Education and Culture in Solomon Islands | PDF",1792089101,48,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"building-on-living-traditions-early-childhood-education-and-culture-in-solomon-islands","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/building-on-living-traditions-early-childhood-education-and-culture-in-solomon-islands/599607/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/building-on-living-traditions-early-childhood-education-and-culture-in-solomon-islands/599607.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":19},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What is the central research focus of this study?","Question",{"text":128,"@type":129},"The study explores how cultural and contextual factors influence the development and sustainability of Kahua community-based early childhood education.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How do colonial legacies affect early childhood education in the Solomon Islands?",{"text":133,"@type":129},"The document links current ECE realities and islanders’ perceptions to colonial history, noting persistent dominance of colonial-era knowledge and education practices.",{"name":135,"@type":126,"acceptedAnswer":136},"What determines the sustainability of the Kahua kindergarten model?",{"text":137,"@type":129},"Sustainability is described as dependent on revitalization of traditional practices historically fundamental to Kahuan society.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792192551]