Conceptual analysis demonstrates the value of meaning-making in early childhood education, highlighting language as a medium for cultural identity and lived experience.
This article seeks to explore the relationships among early childhood language education, cultural identity, and lived experiences, and further considers how early childhood language education can move beyond “language learning” toward “meaning-making,” positioning language as an important medium through which young children understand their lives, connect with culture, and develop a sense of self and cultural identity.
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Shih et al. (2026) studied this question.
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