A Study on Integrating Indigenous Resources into Kindergarten Curricula at Relocated Poverty Alleviation Resettlement Sites

Abstract

As a critical component of China’s targeted poverty alleviation strategy, the policy of relocating populations from ecologically fragile or impoverished regions seeks to improve living conditions and promote long-term development. However, post-relocation communities often face persistent challenges related to social integration, cultural discontinuity, and identity reconstruction—particularly among young children in early education settings. This study explores the strategic integration of indigenous resources into kindergarten curricula at resettlement sites, aiming to enhance cultural sustainability and promote inclusive educational practices. Employing a mixed-methods approach—including literature review, field observations, and case studies—the research finds that embedding local cultural elements in early childhood curricula significantly strengthens children's sense of place and belonging while fostering their social-emotional development. Additionally, the process contributes to the professional growth of early childhood educators. The findings suggest that constructing context-responsive, school-based curricula rooted in local cultural assets offers a viable pathway for sustaining cultural identity, advancing social cohesion, and supporting early childhood education in relocated communities.