Abstract
Early childhood is an important period for Indigenous children to develop cultural identity and a sense of belonging. Historically, federally mandated educational frameworks have marginalized Indigenous knowledge systems. While culturally relevant practices (CRP) offer solutions by integrating Indigenous language, traditions, and values into education, limited research examines implementation in Indigenous Head Start settings. This qualitative study explores how early childhood teachers in a Tribal Head Start program in Northern Idaho incorporate culturally relevant practices to support Indigenous children’s cultural identity and social-emotional development. Five Head Start employees, including teachers, a program director, and a culture coordinator (four Indigenous, one non-Indigenous) with 3-40 years of experience, participated in semi-structured interviews during 2025-2026. Interviews were analyzed using a thematic analysis methodology with NVivo software. Cultural identity development, language revitalization, and several challenges were among some of the themes that emerged from the interviews. Findings demonstrate that culturally relevant early childhood education requires a dedicated culture coordinator, comprehensive teacher professional development, and policy reforms that recognize Indigenous knowledge as central to learning.