Mapping Local Assets through Place-Based Education for Early Childhood Education Curriculum Planning in Agrarian Sorawolio

Abstract

Purpose: This study aims to explore the potential of Sorawolio District through a Place-Based Education approach to inform the development of an agroeducation-based early childhood education curriculum. Method: This study employed a qualitative approach with an exploratory case study design. Data were collected through environmental observation, semi-structured interviews with heads of early childhood education institutions, teachers, parents, farmers, community leaders, and local stakeholders, and document analysis of early childhood education curriculum materials. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Findings: The findings indicate that Sorawolio has strong agrarian characteristics, as reflected in its dominant proportion of agricultural land, the presence of biopharmaceutical plants, horticultural crops, ornamental plants, plantations, and children’s close interaction with gardens, home yards, soil, water, and community-based agricultural activities. These potentials reflect the principles of Learning in Place, Learning from Place, Learning with Community, Developing Sense of Place, Learning for Place, and Authentic and Integrated Learning. Research Implications: The findings suggest that early childhood education institutions in Sorawolio need to conduct systematic local asset mapping as a basis for developing semester programs, weekly learning plans, teaching modules, community partnerships, and authentic experience-based assessment. Originality: This study positions Sorawolio as a local learning ecosystem for developing a contextual, authentic, and sustainable agroeducation-based early childhood education curriculum.