Nurturing Cultural Identity in Early Childhood: Public Policy, Music Engagement, and Cultural Heritage

Cultural identity connects the individual to the collective, enabling people to preserve their unique traditions and worldviews while engaging constructively with others from diverse backgrounds. The cultivation of cultural identity has become a significant public policy priority globally. In Hong Kong, recent public policy emphasises the development of cultural and national identity as a core value across all educational levels. Specifically, it underscores the formative role of early childhood in shaping cultural identity. Consequently, the development of cultural and national identity has been incorporated into the moral education agenda, a key focus of Hong Kong's policy. Research has consistently highlighted the connection between music, music education, and cultural identity. Hong Kong's public policy acknowledges the importance of music education in fostering children's interest in and understanding of Chinese culture, recommending the engagement of children in musical activities that reflect Chinese traditions. In response to this policy, this chapter will first explore the meaning, conceptualisation, and implications of cultural identity, particularly in early childhood. It will then examine the role of music education and enculturation in cultivating cultural identity. With specific reference to Hong Kong's public policy, the chapter will discuss the cultivation of cultural and national identity in early childhood education, highlighting potential strategies such as Cantonese opera. The chapter will conclude with a discussion on how music education may facilitate policy dialogue on the development of cultural identity and offer recommendations for future research in response to current public policy.