ABSTRACT
In this article, we explore the notion of early childhood education teacher related to cultural approaches for early citizenship education. Grounded theory was employed to examine teachers’ experiences and perceptions of social citizenship in early childhood education context. The findings of this study indicate that teachers have a similar notion regarding the urgency of early citizenship education. They have tried to implement culture-based character education through familiarization, habituation, utilization of traditional games, routine programs, and behavioral assessments. The findings suggest that the methods implemented by the teachers were still conventional. Hence, the researchers recommended the teachers be given new insights and training on scientific development and the practice of early childhood education to promote their competencies for Industry 4.0 Education.
