Perceptions on the Introduction of Anti-Corruption Education to Early Childhood Development Learners: 'Catch Them Young' or 'Confuse Them Young'? Redefining Early Childhood Learning Environments for Sustainable Development

Abstract

The growing concern over corruption and the erosion of moral values has intensified debate on the appropriate age for introducing anti-corruption education. Both "catch them young" and "confuse them young" are important points of view: The former for early intervention and the latter to avoid presenting concepts to young children that are not developmentally appropriate. This study explores the perceptions of the stakeholders on introducing anti-corruption education at the Early Childhood Development (ECD) level, its perceived benefits, risks and pedagogical approaches. ECD setting were conducted using an interpretivist paradigm and a case study design in the Bawean Island, Gresik Regency, Indonesia. Questionnaires and semi-structured interviews were used to gather the data from 121 respondents; this included 58 teachers, 55 parents/carers, 5 school administrators and 3 teacher educators. Both quantitative and qualitative data were analyzed descriptively and thematically respectively. Results reveal that 42 out of 58 teachers (72.41%) perceived the teaching of anti-corruption positively and 16 teachers (27.59%) perceived anti-corruption teaching negatively. Positive perceptions were associated with the preventive role of good early education and with practical methods, while worries identified developmental appropriateness issues, negative associations with the term "anti-corruption" and dependence on religious education for moral development. The study reveals five approaches that are suitable in developing integrity values, namely, habituation, modelling, play-based learning, thematic integration and parental engagement. The study suggests the ETHICS Framework based on the findings and theoretical perspectives, namely Environment, Thematic Integration, Habituation, Interactive Learning, Community Engagement, and Sustainability. The study shows that positive, developmentally appropriate and context-sensitive anti-corruption education can be helpful, if provided at an early stage.