The Cartwheel Foundation, Inc. (CFI) continues to advance its mission of empowering
Indigenous communities through education. In Bukidnon, this commitment is realized through
the Education and Child Development (ECD) Program, which provides access to quality and
culturally relevant early childhood education for Indigenous children.
To strengthen this initiative, CFI conducted the “Daloy ng Karunungan (DNK)” training on
11-15 October 2025, held at the Jesuit Retreat House (JRH) in Malaybalay City, Bukidnon. The
activity brought together teachers and educators, including those from the Safe Learning Space
in Sitio Kaulayanan, for a comprehensive five-day capacity-building workshop.
Most of the participants were Child Development Workers, Teachers, and Educators from the
Talaandig Indigenous community in the province of Bukidnon, while two participants were
educators from the Early Childhood Care and Development (ECCD) Center in Parañaque City,
who work with Sama Bajau learners.
This training aimed to equip Indigenous early childhood teachers and educators with effective
teaching strategies and methodologies anchored in Indigenous Knowledge, Systems, Values, and Practices (IKSVP). It is also sought to ensure that cultural respect and relevance are consistently reflected in classroom pedagogy and curriculum design.
Key Learning Areas and Highlights
The first sessions were facilitated by Ms. Loreta R. Sta. Teresa, MAEd-EdAd, who covered two
core topics:
(a) Understanding Indigenous Peoples’ Cultures and Context
(b) Creating a Learning Environment Respectful of Culture and Values
To deepen the participants’ understanding of Indigenous Peoples’ cultures and context, the
session provided inputs designed to guide teachers and educators in identifying and describing
their Indigenous groups, including their distinct cultural values and traditions. The discussions
emphasized the importance of developing awareness of the historical and social challenges
experienced by Indigenous communities.
Participants were encouraged to articulate the significance of cultural sensitivity and to practice
respectful engagement with Indigenous children and their families. The session also focused on
analyzing common misconceptions and biases toward Indigenous Peoples and formulating
strategies to promote inclusivity and mutual respect.
Furthermore, participants explored key principles of inclusive and culturally responsive
pedagogy appropriate for Indigenous learners, ensuring that educational practices are aligned
with Indigenous knowledge, systems, and community realities..
In understanding how to create a learning environment respectful of culture and values, the
session highlighted the need to design classroom spaces that reflect and honor the community’s
cultural context. Participants learned to implement classroom management strategies that
integrate cultural awareness and to adopt effective communication techniques that foster
respectful relationships with Indigenous families and community elders.
Additionally, the session underscored the importance of involving community members in
curriculum planning and classroom activities, recognizing that education becomes more
meaningful when it is co-created with the community that it serves and Indigenous ways of knowing.
The succeeding sessions, led by Ms. Marie Rose A. Yuzon, MADE, MAEd, LPT, deepened the
discussion through four major themes:
(a) Child Development and Learning in Indigenous Contexts
(b) Creating Culturally Relevant Curriculum and Activities
(c) Developing Lesson Plans and Assessment Strategies
(d) Culturally Relevant Activities and the Support System
During the session on Child Development and Learning in Indigenous Contexts, participants
gained a deeper understanding of how a child’s brain develops in the early years of life, forming
the foundation for their ability to learn, relate, and feel. The discussion highlighted the major
stages of child development—physical, cognitive, emotional, and social development—and how
these influence the learning process.
Participants also recognized the different learning styles of Indigenous children and the unique
ways they express and demonstrate knowledge. They were guided in developing meaningful and culturally appropriate learning activities using traditional games and forms of play that reflect their community’s way of life.
In the discussion on Creating Culturally Relevant Curriculum and Activities, participants learned
to design learning experiences grounded in culture by integrating folk stories, local languages,
and traditional practices. Through hands-on sessions, they explored how to plan lessons that
incorporate folk dances, music, movement, and arts and crafts, activities that celebrate Indigenous creativity and heritage. The session also encouraged them to organize classroom celebrations that honor cultural festivals and traditional practices, reinforcing children’s pride in
their identity and roots.
The session on Developing Lesson Plans and Assessment Strategies focused on structuring the daily routines and time blocks within a daycare setting. Participants learned to match
appropriate developmental activities to different times of the day, ensuring balance and rhythm in the learning process.
They were also trained to design culturally sensitive lesson plans that reflect Indigenous
knowledge, language, and traditions. Moreover, they developed assessment methods that
respectfully and relevantly measure children’s growth and learning progress in ways that align
with Indigenous values and context.
In the discussion on Culturally Relevant Activities and the Support System, participants explored
creative and practical ways to use indigenous and locally available materials as teaching aids and tools. These materials, easily found within the community, foster sustainability and cultural
pride.
The session also emphasized the importance of community support, drawing from the principle
that “it takes a village to raise a child.” In the Binukid language of the Talaandig, this is expressed as “Kagbuliga hu nangkabaryohan para mapaaragi sa sabuwa ha ligsik.” The
participants reflected on this wisdom, recognizing the shared responsibility of families, elders,
and teachers in nurturing and guiding young Indigenous learners toward holistic growth.
Finally, the discussion underscored that being a Child Development Worker, Teacher, or
Educator for Indigenous children is both an important and sensitive responsibility. It requires not
only care and dedication to the children’s well-being but also mindfulness of one’s own physical,
emotional, and cultural health. Teachers and educators were reminded that effective teaching
begins with self-awareness, balance, and respect for the community’s shared values.
Parenting Talk: Role of the Parents in Early Childhood Development
On 16 October 2025, CFI extended its advocacy beyond the classroom by holding a Parenting
Learning Session with the community of Sitio Kaulayanan, Barangay Lirongan, Talakag,
Bukidnon, also facilitated by Ms. Yuzon.
The interactive session invited parents to reflect on their experiences and values as caregivers.
They shared what they enjoy about motherhood, what they observe in their children’s growth,
and the values they hope to instill in them.
