Developing Talents in Elementary School Children Through Local Culture as a Psychological Ecosystem

Purpose – This study examined how local culture supports the talent development of elementary school children by shaping their values, learning experiences, and opportunities for talent expression while preserving cultural identity. Methodology – A qualitative descriptive design was employed. Participants were selected through purposive sampling. Data were collected through semi structured interviews and observations using guidelines covering cultural values, cultural activities, social support, opportunities, and challenges related to children's talent development. Data were analyzed through data reduction, data display, and conclusion drawing. Findings – Local culture served as a meaningful learning environment that fostered children's character and provided opportunities to identify, practice, and develop their talents. Cultural values, including hard work, mutual cooperation, respect, and togetherness, encouraged active participation in community activities that strengthened talent development. Cultural activities also promoted cultural identity while enhancing children's competencies. A key challenge was the tendency of families and communities to prioritize academic achievement over non-academic talents. The findings indicate that reciprocal interactions among culture, talent, and environmental support contribute to sustainable talent development and cultural preservation. Novelty – This study proposes an integrated perspective that explains how local cultural values, community participation, and environmental support interact to simultaneously strengthen children's talent development and preserve local culture. Significance – The findings provide practical insights for teachers, parents, schools, and policymakers seeking to integrate local culture into educational practices and talent development programs for elementary school children.