This study used collaborative action research to investigate the pedagogical practices and effects of incorporating Kanakanavu arts and culture into a preschool aesthetic curriculum. The researcher guided the childcare worker in implementing a cultural-based indigenous aesthetic curriculum within a Kanakanavu language immersion class. This process involved designing, teaching, observing, and reflecting on the new curriculum. The main participants were 12 indigenous children aged 3-5 in a mixed-age class. Data were collected through weekly curriculum journals, curriculum discussion notes, interviews, pre- and post-tests of aesthetic ability, pre- and post-interviews on ethnic identity, and teaching reflection notes. Qualitative data were analyzed through coding and categorization, while quantitative data were examined using descriptive statistics and non-parametric tests. The findings are as follows. First, the childcare worker effectively integrated Kanakanavu arts and culture into learning areas and intergenerational learning activities. She guided the children in exploring the natural environment in the tribe, creating related artworks, and appreciating their creations. Secondly, the curriculum positively impacted the children, enhancing both their aesthetic abilities and ethnic identity. Thirdly, through collaborative action research, the childcare worker advanced her professional skills in aesthetic teaching.
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