Ethnocultural Project-Based Learning in Early Childhood Education: Evidence from Preschool Educators in Kazakhstan
Keywords:
ethnocultural learning; project-based learning; preschool education; holistic development; KazakhstanAbstract
This study examined preschool educators’ perceptions and reported experiences of ethnocultural project-based learning (ECPBL) in Kazakhstan. Although project-based learning and ethnocultural education have been widely discussed separately, little empirical attention has been given to their integration in preschool settings. Using a descriptive mixed-methods design, the study analyzed survey responses from 150 preschool educators by combining closed-ended items with open-ended responses. The findings show that educators generally viewed ECPBL positively: 85.5% of valid responses indicated full or partial agreement with the relevance of project-based learning in preschool education. However, only 36.7% of participants reported prior experience with ethnocultural projects, which indicates uneven implementation. Educators rated the contribution of ECPBL most highly for creative skills and research activity (M = 4.442) and cognitive development (M = 4.383). The most frequently used cultural elements were folk games (54.7%), traditional crafts (45.3%), national clothing (43.3%), and national holidays or rituals (42.7%), while Kazakh language and folklore were reported less often. The main challenge facing implementation was the absence of methodological materials and teaching resources. The study contributes to the limited empirical literature on culturally responsive and project-based approaches in early childhood education by identifying current practices, perceived benefits, and implementation barriers in the Kazakhstan preschool context.
https://doi.org/10.26803/ijlter.25.6.24
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