Overcoming the Barriers of Indigenous Early Childhood Education through Forest Schools: A Narrative Review

The Indigenous People in Malaysia represent some of the earliest and most distinct communities, yet they encounter considerable challenges in achieving educational success relative to the wider population. Although education is a primary emphasis of national policy aimed at enhancing the quality of life for Indigenous communities through ongoing initiatives, their educational outcomes continue to be low and troubling. This narrative review presents insights from earlier research regarding issues and barriers in early childhood education for Indigenous children. This study investigates the potential of the forest school approach as a viable alternative for tackling these challenges and influencing the future of education for Indigenous children in Malaysia. The conversation highlights efforts and the standard of education for Indigenous communities. Four main barriers in early childhood education have been identified: the expertise of teachers, the structure of the education system, the level of community involvement, and the availability of resources. The forest school approach presents a progressive solution, especially beneficial for Indigenous children as it resonates with their practices, customs, culture, and environment.