This thesis, titled Braiding the Ropes of Pilina - Indigenous Practices in Early Child- hood Education, examines the braiding of Indigenous philosophies, standards, and best practices within the Mālamapōki‘i Early Childhood Education Program on Hawai’i Island. Grounded in Indigenous methodology, the research emphasizes cultural integrity, relational accountability, and the Hawaiian concept of mo‘okū‘auhau (genealogy) to underscore the interconnectedness of knowledge and community.
The study provides a comprehensive analysis of how the early learning framework at Mālamapōki‘i reflects and sustains Indigenous values, particularly within the context of Hawaiian culture. The research addresses the key question: “How does the early learning framework at Mālamapōki‘i reflect Indigenous philosophies, standards, and best practices?” and positions the framework as a tool for ongoing evaluation to ensure the retention of Mālamapōki‘i’s founding values and philosophies.
To contextualize its findings, the research draws comparative insights from Indigenous early childhood education practices in New Zealand and Australia. These comparisons illuminate shared themes across different Indigenous communities, enhancing the understanding of effective culturally responsive education.
Deeply connected to the Mālamapōki‘i community, this research aims to broaden the understanding of how Indigenous methodologies can be effectively applied within early childhood education frameworks. The findings reveal that Mālamapōki‘i successfully braids traditional Hawaiian values into its framework, fostering an environment that supports cultural continuity and identity formation. This work offers valuable insights into the potential of Indigenous education to nurture holistic development and serves as a model for other communities seeking to evaluate and sustain cultural practices in early childhood education.