INCLUSIVE EARLY CHILDHOOD EDUCATION IN INDONESIA: A SOCIO-ANTHROPOLOGICAL ANALYSIS OF PRACTICES AND CHALLENGES

Abstract

This study analyzes the implementation of inclusive education in Early Childhood Education (PAUD) institutions in Indonesia from a socio-anthropological perspective. The research specifically examines how cultural values, social symbols, and community practices influence the translation of inclusive policies into pedagogical practices and school culture. Using a qualitative literature review, the study selected relevant national and international publications through criteria of relevance to inclusive policy, teacher competence, and socio-cultural attitudes toward children with special needs. The thematic analysis focused on three socio-anthropological dimensions: cultural values embedded in daily interactions, symbolic meanings that shape inclusive or exclusionary behaviors, and community norms that support or hinder acceptance of diversity. The findings show that although Indonesia has established strong regulatory support for inclusive education, implementation in PAUD remains constrained by limited teacher preparedness, persistent stigma, and socio-cultural norms that are not fully aligned with inclusive values. The novelty of this study lies in positioning inclusive education as a cultural transformation process rather than a purely administrative mandate. The study recommends strengthening value-based teacher training, integrating local cultural values such as cooperation and empathy into play-based learning, and involving communities to reduce stigma and support inclusive socialization. These efforts are essential to cultivating inclusive culture in PAUD settings.