Abstract

Early childhood education (ECE) provides an important foundation for children’s learning, identity, language development, relationships, and participation in family and community life. In Samoa, however, the effectiveness of pedagogical approaches cannot be considered independently of the cultural, linguistic, relational, spiritual, and ecological contexts in which children grow and learn. This conceptual article examines thematic teaching as a potential vehicle for culturally responsive and culturally sustaining early childhood education in Samoa. Drawing on Samoan and Pacific scholarship, culturally responsive pedagogy, culturally sustaining pedagogy, Indigenous education, and decolonising perspectives, the article argues that thematic teaching can extend beyond its conventional function as a curriculum-organising strategy. When teachers select themes from children’s lived experiences and explore them through Samoan language, cultural values, relationships, Indigenous knowledge, family participation, and community resources, thematic teaching can become a culturally grounded pedagogy. The article builds on previous research identifying thematic teaching as an established approach in Samoan preschool contexts while also recognising challenges related to teacher preparation, resources, and differing ways of understanding children’s learning. It proposes a five-part Samoan Culturally Grounded Pedagogical Framework: (1) beginning with the child’s world; (2) placing Samoan language and culture at the centre; (3) integrating learning through meaningful themes; (4) sharing curriculum authority with aiga and community; and (5) protecting Indigenous knowledge through appropriate cultural protocols. The framework positions children not simply as individual learners but as relational beings situated within aiga, nu‘u, genealogy, language, culture, spirituality, and the natural environment. The article concludes that thematic teaching can provide a practical bridge between curriculum expectations and Samoan ways of knowing and being. However, the proposed framework remains conceptual and requires empirical investigation, teacher collaboration, community validation, and contextual adaptation before claims about its effectiveness can be made.

Keywords

Samoa, early childhood education, thematic teaching, culturally responsive pedagogy, culturally sustaining pedagogy, Samoan pedagogy, indigenous knowledge, Samoan language, aiga, community