Cultural Identity Formation Through Translated Literary Materials in Preschool Within Delta State

Cultural identity plays a vital role in early childhood education, shaping children’s self- concept, values, and social belonging. This study investigated the role of translated literary materials in fostering cultural identity formation among preschool children in Delta State, Nigeria. Specifically, it examined how translations promote cultural knowledge, enhance indigenous values, and foster cultural self-expression. A descriptive survey design was employed with a population of 1,500 preschool teachers, from which a random sample of 284 was selected. Data were collected using a validated questionnaire, Cultural Identity Formation through Translated Literary Materials Scale (CIFTLS), with a reliability coefficient of 0.82. Mean scores and standard deviations were used for data analysis. Findings revealed that translated literary resources— including folktales, proverbs, rhymes, and songs—significantly contribute to cultural identity development. Preschool children exposed to these resources demonstrated improved knowledge of cultural traditions, stronger attachment to indigenous values, and greater confidence in cultural self-expression. The study concludes that translated literary texts are essential tools for balancing global educational demands with the preservation of indigenous identity. It recommends curriculum integration, teacher training, investment in translation projects, and policy support for culturally responsive pedagogy to ensure that preschool education in Delta State nurtures both global competencies and local cultural heritage.