Uniting Art Integrated Learning and Indigenous Knowledge to Support Early Childhood Transition in Arunachal Pradesh, India

Abstract

This study examined how Art Integrated Learning (AIL) and Indigenous Knowledge (IK) may support the transition from early childhood education to primary schooling in Arunachal Pradesh. A qualitative design was used, with semi-structured interviews conducted with 50 primary school teachers from Aalo, West-Siang District, selected through convenience sampling. Thematic analysis indicated a marked gap between conceptual recognition and classroom implementation. Although teachers generally regarded AIL as beneficial, 60% reported limited knowledge of the approach and 80% had not received formal AIL training. Teachers identified storytelling, crafts, music, dance, weaving, and other local cultural practices as useful means of connecting classroom learning with indigenous knowledge. Ninety per cent believed that AIL could bridge traditional and modern educational practices, while 80% considered it important for strengthening students’ cultural connection. Participants also associated AIL with creativity, inclusion, and classroom engagement. However, implementation was constrained by limited professional preparation, inadequate resources, poor infrastructure, and insufficient institutional guidance. Teachers frequently relied on self-learning and informal classroom practices rather than structured pedagogical support. The findings suggest that AIL and IK have potential to provide culturally responsive continuity during early childhood transition, but their effective use depends on clearer implementation guidance, sustained professional development, appropriate teaching resources, and stronger institutional support within primary education in Arunachal Pradesh.