Qualitative Inquiry into Teacher Pedagogical Strategies for Scaffolding Early Problem-Solving Skills in Indigenous Classrooms

Abstract

Despite global advancements in play-based early childhood education (ECE), a pedagogical tension persists between standardized national frameworks and localized contextual constraints in rural indigenous communities. In Tana Toraja, Indonesia, young learners often display disparities between higher-order cognitive competencies—particularly analytical problem-solving—and basic lower-order recognition skills. This study investigates teacher pedagogical strategies designed to stimulate cognitive development among learners aged 5–6, focusing on how teachers deploy scaffolding within the Zone of Proximal Development (ZPD) to navigate localized resource limitations and cultural dynamics at Hikmah Kindergarten. Adopting an exploratory qualitative case study design grounded in socio-cultural constructivism, research was conducted over a 12-week immersive fieldwork period. Data were gathered through 48 classroom observations (72 hours), semi-structured interviews with a teacher and principal, and pedagogical document analysis involving Group B learners (N=15). Using thematic synthesis, three core themes emerged: (1) cognitive skill disparity dynamics, where children excelled in rote recognition but faced bottlenecks in spatial reordering; (2) adaptive scaffolding and open-ended prompting, where teachers elevated cognitive engagement using local loose-part media and guided inquiry; and (3) contextual friction caused by rigid schedules, limited attention spans, and sparse culturally integrated apparatuses. Ultimately, fostering robust early problem-solving requires transitioning from prescriptive material usage to culturally resonant, open-ended inquiry within indigenous ECE scaffolding frameworks.