INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY

Abstract: This study explores the Practicing Indigenous Traditional Knowledge Systems the context of pre-primary education. In a culturally diverse country like India, traditional knowledge -passed through generations- holds immense educational value. The research focuses on how pre-primary teachers incorporate local stories, folk songs, traditional games, and cultural practices into everyday learning activities. A qualitative and quantitative data were collected through semi structure interview of three pre-primary teachers and observation of learning resources of school. The findings highlighted that there is a growing awareness among teachers about the importance of cultural roots, structured implementation remains limited due to a lack of formal training and resources. The study recommended that policy level support, teacher trading and curriculum alignment are required to strengthen the integration of indigenous knowledge in early education, ensuring children grow with culture identity and foundational life skills.