<![CDATA[This article examines how maritime culture can be transmitted to young children through relationships among families, coastal communities, and early childhood education institutions in Indonesia. Although children living near the sea encounter maritime occupations, material objects, and ecological practices in everyday life, geographical proximity alone does not ensure cultural understanding or environmental responsibility. The study adopts a qualitative integrative literature-review design and interprets recent journal research on ethnoparenting, cultural literacy, ocean education, community participation, and place-based learning published from 2022 to 2026. Evidence is organised through thematic comparison rather than presented as new observations or experimental outcomes. The synthesis identifies three interconnected domains of maritime cultural inheritance: socially meaningful values, lived practices of intergenerational learning, and institutional opportunities that translate local knowledge into developmentally appropriate experiences. Families introduce belonging through language, storytelling, food practices, and shared visits to coastal places. Communities make the same knowledge visible through livelihoods, customary cooperation, social gatherings, and environmental activities, while early childhood educators can connect these experiences with guided play and purposeful reflection. The review also highlights unequal access to safe coastal spaces, environmental degradation, changing occupational aspirations, and unbalanced digital engagement as conditions that may interrupt cultural continuity. It argues that enduring maritime identity requires reciprocal cooperation among home, community, and educational settings rather than occasional thematic instruction. This synthesis contributes a context-sensitive conceptual account of maritime cultural transmission and identifies practical considerations for inclusive, safe, and ecologically responsible early childhood education.]]>
