Integrating Maja Labo Dahu Local Wisdom in Early Childhood Education: A Qualitative Study of Socio-Emotional Development in Bima, Indonesia

Abstract

Socio-emotional development is a fundamental component of early childhood education, yet the integration of local wisdom into pedagogical practices remains underexplored. In the Bima cultural context, Maja Labo Dahu embodies moral, social, and religious values that may support children's socio-emotional development. This study examined how these cultural values are integrated into early childhood education and their perceived contribution to children's socio-emotional competencies. A qualitative descriptive design was employed involving 15 participants, including seven teachers, five parents, and three principals from early childhood education institutions in Bima City, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Thematic analysis was used to identify recurring patterns across the data, while methodological triangulation enhanced the trustworthiness of the findings. Four major themes emerged: the integration of Maja Labo Dahu into everyday learning activities, the development of children's socio-emotional competencies, teachers' roles as cultural mediators, and collaboration between schools and families. Participants consistently reported that storytelling, role-playing, classroom routines, and collaborative activities provided meaningful opportunities for children to develop empathy, emotional regulation, responsibility, cooperation, and respectful social behaviour while strengthening their cultural identity. The findings suggest that Maja Labo Dahu functions as a culturally responsive pedagogical framework that supports socio-emotional learning in early childhood education. Integrating local wisdom into classroom practice offers a promising strategy for strengthening character education while preserving cultural heritage within early childhood learning environments.