Decolonizing early childhood education: The role of Sidama Affini in fostering emotional intelligence and cultural identity

This study explored the Affini, an indigenous conflict resolution practice of the Sidama people in southern Ethiopia, as a pedagogical process contributing to children’s emotional, linguistic, and moral development. Using a critical ethnographic design, data were collected from 12 elders, 20 parents, and 20 children through focus group discussions, interviews, and observations. Although some child participants were older than eight, their reflections centered on formative early childhood experiences with Affini . Thematic analysis identified three interrelated pedagogical functions: language socialization through structured dialogue and proverbs; emotional regulation through empathy, and active listening; and intergenerational knowledge transfer emphasizing justice, patience, and collective responsibility. Findings revealed that children’s indirect participation in Affini through observation, assigned tasks, and role-play facilitated their gradual integration into community norms and moral reasoning. The study concludes that Affini serves as an informal yet powerful educational framework that supports cultural continuity and socio-emotional learning. It argues for integrating such culturally grounded practices into early childhood care and education policy and teacher training to promote equity and epistemic justice.