WHEN VALUES BECOME A MULTICULTURAL LEARNING SPACE FOR EARLY CHILDHOOD STUDENTS AT GREEN SCHOOL BALI

Abstract

This study examines how school values and local wisdom are integrated into learning activities and everyday interactions relevant to multicultural education at Green School Bali’s early childhood program, as well as the strategies and challenges associated with their implementation. A qualitative case study design was employed. Data were collected from March 9–13, 2026, through observations, interviews with teachers, parents, and non-teaching staff, and document analysis of curriculum materials and two lesson plans. Participants comprised 20 children aged 4–5 years, five teachers, five parents, and five non-teaching staff members. Data were analyzed thematically using an inductive approach, with information compared across data collection techniques. The findings indicate that activities such as Peace Day, Indonesian Assembly, the Ogoh-Ogoh Festival, and environmental learning provide contexts for children to encounter cultural traditions, participate in shared activities, and interact with peers. An observation of a child helping a peer after a fall offers a concrete example of prosocial behavior in everyday interaction. Language differences and diverse cultural backgrounds were identified as challenges, while regular communication and parental involvement formed part of the school’s responses. Curriculum documents indicate a local-to-global learning orientation and the relevance of Tri Hita Karana within the school context. This case study offers contextual insights into values-based multicultural education without claiming causal effects or generalizability to all early childhood education settings.