The Perceptions of Early Childhood Education Teachers About Folklore as an Educational Resource

Folklore, as an expression of intangible cultural heritage, plays a key role in the transmission of collective memory, values, and cultural identity and has been widely recognized for its educational potential in early childhood. This study analyzes the perceptions of Early Childhood Education teachers in the province of León (Spain) regarding the pedagogical value of folklore and its use in classroom practice. A quantitative, cross-sectional, non-experimental design was employed using a validated questionnaire administered to a voluntary sample of 100 teachers from schools offering the second cycle of Early Childhood Education. The instrument assessed three dimensions: knowledge of folklore, perceived relevance of folk literature, and application in educational practice. The results indicate that teachers hold very positive attitudes toward folklore as a cultural and educational resource, particularly for children’s social, emotional, and cultural development. However, a clear gap emerges between this strong theoretical appreciation and its occasional classroom use. Significant differences were identified according to school environment, type of school, and teaching experience, indicating that contextual and professional factors influence folklore integration. Insufficient training and low self-confidence were identified as the main barriers. This study highlights the need to strengthen initial and in-service teacher education in cultural heritage and in the didactics of literature and music to promote a more meaningful and sustainable use of folklore in early childhood education.